Teacher Attrition and Mobility: Results from the Teacher Follow-Up Survey, 2000-01. E.D. Tabs. NCES 2004-301.

By Michael T. Luekens, Deanna M. Lyter, Erin E. Fox, K. Chandler, D. Mcgrath, S. Kaffenberger, Eric McKnight, Perry Grossman, Michael Planty. 2004

208 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/df57a668fb33cbcb9d887369b7e6e927962810a3

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In Education

1. Morgaen L. Donaldson
2. Susan Johnson
3. J. Papay
4. M. Kraft
5. David Perda
6. G. White
7. L. Roberts
8. S. Mancuso

Citations in the corpus

• The Mathematics and Science Teacher Shortage: Fact and Myth (2009, background): “(For information on the TFS, see Chandler et al., 2004.)”
• Teacher Turnover: Examining Exit Attrition, Teaching Area Transfer, and School Migration (2008, methodology): “By contrast, the base for computing the retirement percentage used by Luekens et al. (2004) was just the number of teachers who leave.”
• Teacher retention in international schools: The key role of school leadership (2010, result): “This was a surprising finding, and also ran counter to findings in the USA that indicated the principal was the key leader in schools, and thus influenced teacher turnover (Ingersoll, 2001b, 2002; Luekens et al., 2004).”
• Teacher Mobility: Looking More Closely at "The Movers" Within a State System (2006, background): “According to a series of national studies, lack of collegial and administrative support, student misbehavior and disinterest, insufficient salary, lack of teacher autonomy, unreasonable teaching assignment, lack of professional development opportunities, and inadequate allocation of time all contrib”
• The Price of Misassignment (2010, methodology): “Nationwide, research based on the National Center for Educational Statistics’ School and Staffing Survey has found that a better assignment is the number one reason that teachers transfer, with 40% of transferring teachers citing this factor (Luekens et al., 2004).”
• How Context Matters in High-Need Schools: The Effects of Teachers’ Working Conditions on Their Professional Satisfaction and Their Students’ Achievement (2012, background): “2 income to high-income schools is documented in both large quantitative and small qualitative studies (Boyd et al., 2007; Boyd et al., 2005; Hanushek, Kain, & Rivkin, 2004; Johnson et al., 2004; Leukens et al., 2004).”