Why Didst Thou Go? Predictors of Retention, Transfer, and Attrition of Special and General Education Teachers from a National Perspective

Boe, Erling E.; Bobbitt, Sharon A.; Cook, Lynne; Whitener, Summer D.; Weber, Anita L.

doi:10.1177/002246699703000403

Cited by 121 publications

(95 citation statements)

References 4 publications

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“…According to Borman and Dowling (2008), attrition rates are higher among teachers who are married. Also, teachers who have experienced changes in their marital status are more likely to exit the profession (Boe, Bobbitt, Cook, Whitener & Weber, 1997).…”

Section: Teacher Characteristicsmentioning

confidence: 99%

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Mäkelä

Hirvensalo

Whipp

2014

Research Quarterly for Exercise and Sport

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Mäkelä, Kasper PE teachers' job satisfaction, turnover, and intention to stay or leave the profession Jyväskylä: University of Jyväskylä, 2014, 100 p. (Studies in Sport, Physical Education and Health ISSN 0356-1070; 208) ISBN 978-951-39-5766-7 (nid.) ISBN 978-951-39-5767-4 (PDF) Finnish summary Diss.The purpose of this study was to assess Finnish PE (physical education) teachers' job satisfaction, turnover, intention to leave the profession, and profession. Reasons behind the turnover or intention to leave were also determined. In addition, reasons for job satisfaction and retention in the profession were measured.Data was obtained from the PE teachers' job and education satisfaction project, which was undertaken in the Department of Sport Sciences. This study was aimed at PE graduates from the University of Jyväskylä between 1980 and 2008. Overall, the target group included 1480 PE graduates. Two structured questionnaires were sent to this group. The first questionnaire was directed at those who were teaching PE and the other for those who were working in some other profession. A total of 1084 PE graduates answered the questionnaire.Approximately 76% of respondents were working in the PE teaching profession, while 23% were working in some other profession and 20 respondents were retired. Of those who were working in the PE teaching profession, 79.5% were either satisfied or very satisfied with their jobs. However, 39% of the PE teachers identified an intention to leave the profession. A Mann-Whittney test revealed that workload and stress factors influenced women more than men in their intention to leave. Intentions to leave were highest among those who had been working 16 to 20 years as a PE teacher. Of those who had changed their profession, 44% were still working in school-related professions (movers), while 56% were working outside of a school context (leavers).A t-test comparison between men and women with revealed that rushed and tight schedules, poor working conditions, and physical workload influenced women more than men in their decision to leave. For men, lack of collegial interaction was more of a driver to leave than for women. Only a quarter of former PE teachers said that they had any intention to return to PE teaching. Logistic regression analysis revealed that good working conditions, well-organized teaching, and respect are important factors for satisfaction and retaining PE teachers in the profession. It was also found that physical workload should be taken into consideration for older PE teachers, especially female PE teachers.An understanding of factors that can cause job dissatisfaction and intention to leave is important for reducing PE teacher turnover and improving the quality of the work life of PE teachers. Retaining qualified PE teachers in the profession is essential for offering quality PE for pupils.

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Section: Teacher Characteristicsmentioning

confidence: 99%

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Mäkelä

Hirvensalo

Whipp

2014

Research Quarterly for Exercise and Sport

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“…Research suggests that age is a reliable predictor of teacher attrition, with higher rates reported for both younger and older teachers (Billingsley, 1993;Boe, Bobbitt, Cook, Whitener, & Weber, 1997;Murnane & Olsen, 1990). While older teachers presumably leave at higher rates due to retirement (Billingsley, 1993;Brown & Wynn, 2007), a plethora of variables likely contribute to higher attrition rates among younger teachers.…”

Section: Teacher Personal Characteristicsmentioning

confidence: 99%

Identifying Personal and Contextual Factors that Contribute to Attrition Rates for Texas Public School Teachers

Sass

Flores

Claeys

et al. 2012

EPAA

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Abstract:Teacher attrition is a significant problem facing schools, with a large percentage of teachers leaving the profession within their first few years. Given the need to retain high-quality teachers, research is needed to identify those teachers with higher retention rates. Using survival analyses and a large state dataset, researchers examined teacher data to identify those teacher and school variables associated with attrition. Unique to this study was the investigation of testing era (basic competency vs. higher standards based), school districts' yearly ratings based on statemandated testing, and charter school status. Analyses revealed that teacher attrition was greater during the high stakes-testing era, at low-performing schools, and for charter schools; however, beginning teacher age, gender, and school level moderated several attrition rates. Implications for public policy are discussed. Key words: Teacher attrition; teacher characteristics; school context; survival analysis; charter schools; school accountability. La identificación de factores contextuales y personales que contribuyen a las tasas de deserción docentes en las escuelas públicas en TexasResumen: El abandono de la docencia es un problema importante que enfrentan las escuelas con un alto porcentaje de maestros que abandonan la profesión todavía en los primeros años. Dada la necesidad de retener a los profesores de alta calidad, es necesario investigar para identificar los docentes con mayores tasas de retención. Utilizando el análisis de supervivencia y un gran conjunto Education Policy Analysis Archives Vol. 20 No. 15 2 de datos del estado de Texas, los investigadores examinaron los datos de los docentes para identificar las variables escolares y profesionales asociadas con abandonar la profesión. La particularidad de este estudio fue investigar el tipo de prueba (competencias básicas en comparación con la competencia basada en estándares más altos), los rankings anuales de los distritos escolares con base en los exámenes estatales requeridos y el estado de las escuelas charter. Los análisis muestran que el abandono de los docentes fue mayor durante el periodo de exámenes con consecuencias graves, en escuelas de bajo rendimiento y en escuelas charter. Sin embargo, los primeros años de carrera, el género y nivel educativo de moderaban la deserción profesionales. En las conclusiones se discuten varias implicaciones para las políticas públicas. Palabras clave: deserción docentes; características docentes; contexto escolar; análisis de supervivencia; las escuelas chárter. Identificando fatores pessoais e contextuais que contribuem para as taxas de abandono nos docentes das escolas públicas do TexasResumo: O abandono do magistério é um problema significativo nas escolas, com uma grande percentagem de professores que abandonam a profissão ainda nos primeiros anos. Dada a necessidade de reter professores de elevada qualidade, é necessário investigar para identificar os professores com maiores taxas de retenção. Usando análises de sobrevivênc...

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“…Individual characteristics, including demographic factors like age, race, socioeconomic status, marital status, geography, and number of children as well as the personal factors of education level, academic ability, and individual characteristics, have been shown to matter for teacher retention (Boe, Bobbitt, Cook, Whitener, & Weber, 1997;Boyd, Lankford, Loeb, & Wyckoff, 2005;Dworkin, 1980;Heyns, 1988;Vance & Schlechty, 1982). Likewise, contextual characteristics like salary; school factors including facilities, size, support, leadership, and culture; the population; discipline; and motivation of the student body also make a difference for teachers' career plans (Bobbitt, Faupel, & Burns, 1991;Bridge, Cunningham, & Forsbach, 1978;Buckley, Schneider, & Shang, 2005;Haberman & Rickards, 1990;Murnane & Olsen, 1990;Theobald, 1990).…”

Section: Introductionmentioning

confidence: 99%

Finding their way on: Career decision‐making processes of urban science teachers

Rinke

2009

Science Education

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This article reports on a research study investigating the career decisionmaking processes of urban science teachers as one element central to understanding the high rates of attrition in the field. Using a longitudinal, prospective, context-and subjectspecific approach, this study followed the career decisions of case study teachers over a period of 12 months. All eight of the case study teachers envisioned themselves eventually moving out of classroom teaching positions. Each used an ongoing and active process of decision making to evaluate their professional direction and sought confirmation of their contribution to the field before moving into new roles and responsibilities. This article describes the experiences of several teachers who exemplify these decision-making processes. These cases suggest potential benefits for differentiated roles, professional mentoring, and recognition and feedback from professional communities.

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Why Didst Thou Go? Predictors of Retention, Transfer, and Attrition of Special and General Education Teachers from a National Perspective

Cited by 121 publications

References 4 publications

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Identifying Personal and Contextual Factors that Contribute to Attrition Rates for Texas Public School Teachers

Finding their way on: Career decision‐making processes of urban science teachers

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