Identifying Personal and Contextual Factors that Contribute to Attrition Rates for Texas Public School Teachers
By Daniel A. Sass, B. Flores, Lorena Claeys, B. Pérez. 2012
96 citations recorded by the source corpus.
Teacher attrition is a significant problem facing schools, with a large percentage of teachers leaving the profession within their first few years. Given the need to retain high-quality teachers, research is needed to identify those teachers with higher retention rates. Using survival analyses and a large state dataset, researchers examined teacher data to identify those teacher and school variables associated with attrition. Unique to this study was the investigation of testing era (basic competency vs. higher standards based), school districts’ yearly ratings based on state-mandated testing, and charter school status. Analyses revealed that teacher attrition was greater during the high stakes-testing era, at low-performing schools, and for charter schools; however, beginning teacher age, gender, and school level moderated several attrition rates. Implications for public policy are discussed.
Subfields: Education, General Agricultural and Biological Sciences
View Paper: https://www.semanticscholar.org/paper/640b16c73c7f08f6e966757e3acf296bcd21a2d1
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Citations in the corpus
- Teacher shortage and attrition: Why do they leave? (2016, background): “There is abundant data in the international literature showing that a large proportion of beginning teachers leave the profession after a few months or a few years of work experience (Ingersoll, 2002; Borman & Dowling, 2008; Sass et al ., 2012; Struy-ven & Vanthournout, 2014).”
- Do Teacher Status, Gender, and Years of Teaching Experience Impact Job Satisfaction and Work Engagement? (2020, background): “Sass et al. (2012) conducted a study to identify teacher and school variables associated with attrition, one of the variables being gender.”