An Event History Analysis of Teacher Attrition: Salary, Teacher Tracking, and Socially Disadvantaged Schools

By S. Kelly. 2004

187 citations recorded by the source corpus.

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Citations in the corpus

Primary school principals ' job satisfaction and occupational stress (2016, background): “Working conditions (environments, collegial cooperation, high parental involvement, characteristics of the student body and sufficient learning and administrative resources) play a critical role in promoting teachers’ job satisfaction (Darling-Hammond, 2003; Kelly, 2004; Johnson et al., 2012; Hulpia”
The Price of Misassignment (2010, background): “Because of the challenges of respondent recall in retrospective research, most of the measures whose values we collected were time invariant (Kelly, 2004; Taris, 2000).”
Teacher Mobility: Looking More Closely at "The Movers" Within a State System (2006, background): “In particular, the composition of a school’s student body with regard to race, ethnicity, and poverty has been shown to influence teacher attrition and mobility (Guin, 2004; Hanushek, Kain, & Rivkin, 2001; Ingersoll, 2001b; Kelly, 2004; Lankford, Loeb, & Wyckoff, 2002; NCES, 2005; Shen, 1997).”
Factors Influencing Teachers' Performance and Retention (2015, background): “Other studies have recommended high teacher salary as an effective strategy to reduce the turnover issues of teachers (Ingersoll and Smith, 2003; Kelly, 2004).”
Teacher job satisfaction by principal support and teacher cooperation: Results from the Schools and Staffing Survey (2019, background): “Schools with higher rates of FRPL, tended to have less satisfied teachers (Kelly, 2004), while teachers located at affluent schools displayed higher levels of satisfaction (Stockard & Lehman, 2004).”
Finding, Supporting, and Keeping: The Role of the Principal in Teacher Retention Issues (2009, background): “Similarly, Smith and Ingersoll (2004 ) found that public school teachers in high-poverty schools were more likely than their counterparts in medium-poverty schools to leave (16% versus 9%) and Kelly (2004 ) found that teachers who taught low-track classes were less satisfied with teaching than tho”
Early Career Outcomes for the “Best and the Brightest” (2015, background): “Importantly, teachers are most likely to leave teaching in the critical first five years (Kelly, 2004), the same period of the career in which teachers report the greatest occurrence of stress, emotional exhaustion, and eventual burnout (Dworkin, 1987; Guglielmi & Tatrow, 1998; Weisberg & Sagie,…”
Are Principal Background and School Processes Related to Teacher Job Satisfaction? A Multilevel Study Using Schools and Staffing Survey 2003-04 (2012, background): “…the economic and psychological perspectives of the profession, have a strong relationship with Principals, School Processes, and Teacher Satisfaction teacher job satisfaction (Dagenhart, O’Conner, Petty, & Day, 2005; Eberhard, Reinhardt-Mondragon, & Stottlemyer, 2000; Kelly, 2004; Sultana, 2002).”
Teachers' exit decisions: An investigation into the reasons why newly qualified teachers fail to enter the teaching profession or why those who do enter do not continue teaching (2014, methodology): “Whereas multiple studies claim that women have a significantly higher chance of exit attrition compared with men (Kelly, 2004; Kirby & Grissmer, 1993; Stinebrickner, 1998), many other investigations have found the reverse (Boyd, Lankford, Loeb, & Wyckoff, 2005; Dolton & Von der Klaauw, 1995; Strunk…”
Teacher Retention: Teacher Characteristics, School Characteristics, Organizational Characteristics, and Teacher Efficacy (2012, background): “Following salary, student discipline problems is the next most cited reason for teacher attrition (Borman & Dowling, 2006; Brill & McCartney, 2008; Ingersoll, 2001; Ingersoll & Smith, 2003; Kelly, 2004; Kersaint et al., 2007; Robinson, 2007; Wynn et al., 2007).”
Careers in Motion: A Longitudinal Retention Study of Role Changing among Early-Career Urban Educators (2008, background): “and international studies, low salaries are cited as one of the primary reasons behind teachers’ decisions to leave (Flowers, 2004; Henke et al., 2000; Ingersoll, 2003b; Kelly, 2004; Loeb, Darling-Hammond, & Luczac, 2005; Murnane & Olsen, 1989; Towse, Kent, Osaki, & Kirua, 2002).”
Teacher Recruitment and Retention: A Review of the Recent Empirical Literature (2006, background): “Kelly (2004), in a study of public school teachers in the 1990–1991 Schools and Staffing Survey and 1991–1992 Teacher Follow-up Survey, found that undesirable”