The Challenge of Staffing Our Schools.

By Linda Darling-Hammond. 2001

358 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0959ad5b597be02b316411d703ef244194481bcb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. K. Schonert-Reichl
2. J. McLeskey
3. J. Frank
4. A. McCormack
5. S. Metz
6. Roisin P. Corcoran
7. C. Mullen
8. J. Gore

Citations in the corpus

• The Effectiveness of Mindfulness-Based Stress Reduction on Educator Stress and Well-Being: Results from a Pilot Study (2013, background): “Difficulties in managing negative emotions and general professional stress are frequently cited as one of the primary factors contributing to teacher attrition (Darling-Hammond 2001; Montgomery and Rupp 2005).”
• Early Career Teacher Professional Learning (2006, methodology): “These findings have led Darling-Hammond (2001, 2003) to identify high-quality induction, mentoring and professional learning programmes that are well designed and well supported to be of vital importance to the retention and support of early career teachers and lead to quality teaching in schools.”
• Racial-Ethnic Differences at the Intersection of Math Course-taking and Achievement (2010, background): “…have fewer years of experience, are less likely to be fully credentialed, and are more likely to be teaching out of their field(s) of expertise, particularly in math, than teachers in predominately white schools (Clotfelter, Ladd, and Vigdor 2005; Darling-Hammond 2001; Mickelson and Heath 1999).”
• Why teachers leave: Factors that influence retention and resignation (2007, background): “A substantial portion of the need for new teachers is caused by teacher turnover and attrition, and by a lack of geographic match between supply and demand ( Darling-Hammond, 2000, 2001 ).”
• Constructing 21st-Century Teacher Education (2006, background): “Furthermore, many programs that try to train candidates while they teach have had extremely high attrition rates (Darling-Hammond, 2001).”
• Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting (2016, unknown): “The projected attrition of online teacher participants (19%) is less than the actual attrition of traditional teachers, which typically ranges from 30% to 50% within the first five years of teaching (AEE, 2014; Darling-Hammond, 2001; Dawson, 2001; Ewing & Manuel, 2005; Ingersoll 2002; Ingersoll, Mer”
• Teachers—The Vital Resource (2013, background): “The negative emotional components of occupational stress and burnout, which are reflected in emotional stress and poor personal emotional self-regulation (two central components of low EI), are considered a primary reason for teacher dissatisfaction and ultimately the decision to leave the professio”
• The Supply of and Demand for Special Education Teachers (2004, background): “As noted previously, special education teachers enter the field and subsequently depart in large numbers for positions in general education, or they leave the field altogether, thus creating a revolving door into and out of the profession (Boe, Bobbitt, Cook, Barkanic, & Maislin, 1999; Darling-Hammo”
• How emotionally intelligent are pre-service teachers? (2012, background): “It is therefore not surprising that stress and poor emotion management continually rank as the primary reasons why teachers become dissatisfied with the profession and end up leaving their positions (Darling-Hammond, 2001).”
• The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2009, unknown): “Emotional stress and poor emotion management consistently rank as the primary reasons teachers become dissatisfied and leave teaching (Darling-Hammond, 2001; Montgomery & Rupp, 2005).”
• Advancements in the Landscape of Social and Emotional Learning and Emerging Topics on the Horizon (2019, background): “Stress and poor emotion management rank as the primary reasons why teachers become dissatisfied with the profession and leave their positions (Darling-Hammond, 2001).”
• Teacher Emotion Research: Introducing a Conceptual Model to Guide Future Research. (2015, background): “Darling-Hammond (2001) and Woolfolk Hoy (2013) argued that teachers are “neither warned about nor prepared” (p.”