The effects of working conditions on teacher retention

Geiger, Tray; Pivovarova, Margarita

doi:10.1080/13540602.2018.1457524

Cited by 134 publications

(91 citation statements)

References 39 publications

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“…As a result of the teachers experiencing such unequal treatment based on differential affiliation with the top hierarchy officials of the Ghana Education Service, it demotivates other teachers who are striving hard through their performance to get promoted but are not being given the recognition and opportunity (Chiat and Panatik, 2019); (Alshallah, 2004);Almaaitah, Harada, Sakdan & Almaaitah, 2017). This can really cause attrition of teachers (Geiger and Pivovarova, 2018) who do not benefit from such acts of favouritism.…”

Section: Discussionmentioning

confidence: 99%

‘Should I Ignore the Promotion System and Stay or I Should Quit’: An Examination of the Experiences of Teachers with the Promotion Process in the Ghana Education Service

Kanwetuu

Brenyah²,

Obeng³

2020

IJSSS

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Promotion is a key determinant of employee advancement on the organizational ladder. However, in the Ghana Education Service, there are several reports of irregularities in the process which make the promotion less of a merit-based mechanism. The purpose of this study, therefore, was to examine teachers’ perception of fairness in the promotion process and how that affects their willingness to stay in the Service and teach effectively. Using a descriptive survey involving both close-ended and open-ended questions, the opinions and experiences of 342 randomly sampled teachers in the Ejisu-Juaben Municipality were examined using correlations and binary logistic regressions as well as thematic analysis. The results show that fairness in the promotion process was a significant contributor to teacher retention and effective teaching. However, the process is tainted with favoritism and partiality. Governments should, therefore, not be interested in incentivization only as a retention strategy but also come out with strategies aimed at ensuring transparency in the promotion process to make it a performance-based mechanism that sieves and preserves best talents.

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Section: Discussionmentioning

confidence: 99%

‘Should I Ignore the Promotion System and Stay or I Should Quit’: An Examination of the Experiences of Teachers with the Promotion Process in the Ghana Education Service

Kanwetuu

Brenyah²,

Obeng³

2020

IJSSS

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“…Specifically, both psychological characteristics (and further personal attributes) and contextual features could affect our outcomes, with effects most likely arising from their complex and dynamic interplay. For instance, it is well established that personal and contextual characteristics influence individuals' decision to drop out of a job or study program (e.g., Geiger & Pivovarova, 2018;Rump et al, 2017). However, in this review we deliberately chose to focus on psychological teacher characteristics as a critical piece in the puzzle of what makes a teacher effective and enhances beneficial within-teacher outcomes.…”

Section: Limitationsmentioning

confidence: 99%

Teachers’ Psychological Characteristics, Teacher Effectiveness, and Within-Teacher Outcomes: An Integrative Review

Bardach¹,

Klassen²,

Ne³

2020

Preprint

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This integrative review article aims to render a systematic account of the role that teachers’ personal characteristics, such as their motivation and personality, play for teacher effectiveness. Guided by a multi-dimensional conceptualization of teacher effectiveness as comprising not only teaching performance, but also e.g., well-being, retention, and teachers’ positive relations with multiple stakeholders, we first summarize and evaluate the available evidence on relations between personal characteristics and teacher effectiveness derived in existing research syntheses (meta-analyses, systematic reviews). We then discuss implications of the findings regarding the eight identified personal characteristics—self-efficacy, causal attributions, expectations, personality, enthusiasm, emotional intelligence, emotional labor, and mindfulness—for research and educational practice. In terms of practical recommendations, we focus on teacher selection and the design of future professional development activities as areas that particularly profit from a profound understanding of the relative importance of different personal teacher characteristics in facilitating adaptive student and teacher outcomes.

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“…Income is an important indication of one's satisfaction with the working environment and has considerable influence on mobility [14][15][16], seeking to negotiate better pay and/or research facilities in another institution. Schools where teachers rated their working conditions as more satisfactory had lower attrition rates and also were schools with higher rates of low-income and/or minority students [17]. Further, lower salaries for academic positions may encourage faculty to transition away from the academic profession.…”

Section: Income: An Important But Not Essential Factormentioning

confidence: 99%

Does Money Accelerate Faculty Mobility? Survey Findings from 11 Research Universities in China

et al. 2019

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In the context of global innovation systems, it has become a universal law that the resource elements of scientific and technological innovation, such as talents, flow along the track of high efficiency to the regions that can produce high benefits. As faculty in research universities are important resources of scientific and technological innovation, developing countries such as China have sought to accelerate the transnational mobility of faculty by leveraging income. This study endeavors to gain a better understanding of the motivations for and the outcomes of faculty mobility at Chinese research universities and to determine whether attaining higher income levels through academic mobility can be considered a lever for facilitating change and improving the status of the academic profession in China. Using survey data from 445 faculty members at 11 major research universities in China, this study found a significant relationship between mobility frequency and indirect income. The findings also revealed, however that employees’ different attitudes toward income during the process of mobility are a key variable in confirming academic professional boundaries. The findings suggest that more successful mechanisms to attract or retain talented scholars should be developed and that these mechanisms should not focus exclusively on income.

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The effects of working conditions on teacher retention

Cited by 134 publications

References 39 publications

‘Should I Ignore the Promotion System and Stay or I Should Quit’: An Examination of the Experiences of Teachers with the Promotion Process in the Ghana Education Service

‘Should I Ignore the Promotion System and Stay or I Should Quit’: An Examination of the Experiences of Teachers with the Promotion Process in the Ghana Education Service

Teachers’ Psychological Characteristics, Teacher Effectiveness, and Within-Teacher Outcomes: An Integrative Review

Does Money Accelerate Faculty Mobility? Survey Findings from 11 Research Universities in China

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