Teacher Tradeoffs: Disentangling Teachers’ Preferences for Working Conditions and Student Demographics

By E. Horng. 2009

189 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3f7c38a2101d89004b009ad69667dce875e1ead9

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Citations in the corpus

Uneven Playing Field? Assessing the Teacher Quality Gap Between Advantaged and Disadvantaged Students (2015, methodology): “This may be due to teacher’s strong preferences for good working conditions, which are often correlated with the student demographics of a school (Horng, 2009; Ladd, 2011).”
Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools (2017, background): “Scholarship on teacher satisfaction suggests that workplace environment can substantially alter teachers’ job satisfaction (Dinham and Scott 2000; Hirsch and Church 2009; Horng 2009; Johnson et al. 2012; Ladd 2011; Liu and Meyer 2005; Ma and MacMillan 1999).”
Easy in, Easy out (2016, methodology): “…been used as a catchall term encompassing school facilities and available materials (Buckley, Schneider, & Shang, 2005), class size and workload (Horng, 2009), administrative support (Boyd et al., 2010; Grissom, 2011; Ladd, 2011; Shen, Leslie, Spybrook, & Ma, 2012), staff collegiality, and…”
A supervisor like me: Race, representation, and the satisfaction and turnover decisions of public sector employees (2011, background): “…compensation (Hanushek, Kain, & Rivkin, 2004; Imazeki, 2004; Stinebrickner, 1998; Podgursky, Monroe, & Watson, 2004), better school facilities (Horng, 2009; Loeb, Darling-Hammond, & Luczak, 2005), and mentoring (Smith & Ingersoll, 2004), though most studies focus on the work decisions of…”
How Context Matters in High-Need Schools: The Effects of Teachers’ Working Conditions on Their Professional Satisfaction and Their Students’ Achievement (2012, background): “Horng (2009) explicitly attempted to distinguish among these possible determinants of turnover by using a survey that asked teachers their preferences for different types of hypothetical schools with different sets of demographic characteristics, working conditions, and salaries.”
Can Good Principals Keep Teachers in Disadvantaged Schools? Linking Principal Effectiveness to Teacher Satisfaction and Turnover in Hard-to-Staff Environments (2011, background): “Because prior work has found evidence that inadequate physical resources are moderate-to-strong predictors of teacher satisfaction and turnover (Loeb, Darling-Hammond, & Luczak, 2005; Horng, 2009), four measures of facilities and other physical resources are”