Why teachers leave: Factors that influence retention and resignation

By G. Kersaint, J. Lewis, Robert Potter, G. Meisels. 2007

226 citations recorded by the source corpus.

Subfields: Education, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/34f91f8c04d82899c46647a06337039a27205f67

How researchers see this paper

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

In Education

1. Mikyoung Angela Lee
2. P. Schutz
3. J. Hong
4. Dag Roness
5. B. Pérez
6. Kari Smith
7. B. Flores
8. G. Hughes

In Organizational Behavior and Human Resource Management

1. Mikyoung Angela Lee
2. P. Schutz
3. Daniel A. Sass

Citations in the corpus

• Identifying Personal and Contextual Factors that Contribute to Attrition Rates for Texas Public School Teachers (2012, background): “In addition to these fields, bilingual (including English as a second language) education and foreign language are considered critical shortage areas (Flores & Claeys, 2011; Kersaint et al., 2007; U.S. Department of Education, 2011).”
• Teacher Emotion, Emotional Labor and Teacher Identity (2014, background): “A growing number of researchers suggest that teachers leave the profession at high rates during the first few years of teaching (Achinstein, 2006; Kersaint et al., 2007).”
• Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses (2012, background): “A number of researchers have explored the reasons why teachers leave school in such alarming numbers (e.g. Cockburn, 2000; Ingersoll, 2001; Ingersoll & Smith, 2003; Kersaint et al., 2007; McCann & Johannessen, 2004; Reynolds, Ross, & Rakow, 2002; Weiss, 1999).”
• Stability in motivation during teacher education (2010, background): “( 2007 ) draw attention to American statistics that show that the attrition rate after five years is 39%.”
• Teacher Retention: Teacher Characteristics, School Characteristics, Organizational Characteristics, and Teacher Efficacy (2012, background): “…actions have enormous impacts on teacher retention (Borman & Dowling, 2006; Brill & McCartney, 2008; Hall et al., 1992; Ingersoll, 2001; Ingersoll & Smith, 2003; Johnson & Birkeland, 2003; Kersaint et al., 2007; Kukla-Acevedo, 2009; Stockard & Lehman, 2004; Swars et al., 2009; Wynn et al., 2007).”