Careers in Motion: A Longitudinal Retention Study of Role Changing among Early-Career Urban Educators

By K. Quartz, Andrew Thomas, Lauren Anderson, Katherine E. Masyn, K. Lyons, B. Olsen. Teachers College Record, 2008

102 citations recorded by the source corpus.

Background/Context Teacher retention, especially of qualified teachers within high-poverty schools, is an issue of local, national, and international concern. School staffing research has typically examined two groups: those who remain in full-time classroom teaching versus those who quit teaching altogether. This article complicates the teacher staffing picture and adds a third category of attrition: role changing, which is the phenomenon of teachers shifting into nonteaching professional roles in the field of education. Purpose We asked what proportion of teacher career movement within our sample was attributable to leaving teaching versus role changing. Further, we wanted to know the influence of race/ethnicity, gender, credential type, and age on role-changing patterns. Research Design To deepen our understanding of teacher career patterns, we conducted a 6-year longitudinal study that involved collecting survey data on teacher career movement, school experiences, and attitudes from 838 well-prepared urban educators in their first through eighth career year. These educators had all completed master's degrees in the teacher education program of a high-status urban public university and all began their careers as teachers. After collecting the data, we documented and diagrammed career patterns. In addition, we analyzed the influence of select time invariant covariates on the hazard probabilities of both role changing and leaving education. Findings/Results The study found that not only did teachers move into a variety of non-teaching roles within the field of education, but they also followed diverse career “pathways” along the way. Survival analysis substantiated prior research showing that Latino teachers have lower attrition rates from the field of education compared with White teachers, but this effect disappeared for role changing with the field. In terms of gender, the men in our population were less likely to leave education entirely than women but more likely to leave teaching for a role change in career years 3–8. Teachers with single-subject (secondary) credentials were more likely than their colleagues who held multiple-subject (elementary) credentials to leave teaching for a role change in education. Conclusions/Recommendations Set within the framework of teacher professionalism, we argue that role changing is a form of sanctioned attrition and that understanding movement among roles within the educational workforce is essential for crafting policies and incentives to keep well-prepared teachers rooted in careers that serve the nation's most under-served students.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/3e75fee9f88d910fbf8ec5864164795ccc94891e

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Citations in the corpus

The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover (2010, background): “…on schools in disadvantaged high-minority and high-poverty communities and are a major factor in unequal educational, and ultimately, occupational outcomes (e.g., DarlingHammond, 1984; Liu et al., 2008; National Commission on Teaching and America’s Future, 1996, 1997; Quartz et al., 2008).”
The Impact of Preservice Preparation and Early Career Support on Novice Teachers’ Career Intentions and Decisions (2013, background): “For example, a number of studies have found that female teachers are more likely to leave than male teachers, although this difference appears to have become less pronounced in recent years (Grissmer & Kirby, 1992; Imazeki, 2005; Quartz et al., 2008; Stinebrickner, 1998, 2002; Theobald & Laine, 2003”
A Longitudinal Study of Teaching Practice and Early Career Decisions (2012, background): “This confirms that the timing of studies like this one are central, and as Quartz et al. (2008) have suggested, careers are ‘‘in motion’’ over time.”
What makes teachers tick? Sustaining events in new teachers’ lives (2010, background): “In this regard, the implication of studies like those of Margolis (2008) is that the pattern of relevant rewards and sources of job satisfaction are different at a stage that follows the first five years of teaching, while at later stages again, the quest for job satisfaction in education may lead t”
Identifying Personal and Contextual Factors that Contribute to Attrition Rates for Texas Public School Teachers (2012, methodology): “Other research using race/ethnicity as a possible factor influencing attrition is conflicting (Boe, Bobbit, Cook et al., 1997; Ingersoll, 2001; Kirby et al., 1999; Quartz et al., 2008).”
Toward a More Nuanced Understanding of New Teacher Attrition (2011, background): “…who enter the profession at a young age (often defined as ≤30 years old) also are more likely to leave (Feng, 2006; Kirby, Berends, & Naftel, 1999; Quartz et al., 2008; Theobald & Laine, 2003), although a few studies suggest that the impact of age depends largely on gender with young female…”