Teachers’ Perceptions of Their Working Conditions

By Helen F. Ladd. 2011

324 citations recorded by the source corpus.

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Citations in the corpus

Early career teachers’ intentions to leave the profession: The complex relationships among preservice education, early career support, and job satisfaction (2019, background): “The paper follows the work of DeAngelis et al. (2013), Ladd (2011) and Smith Vol 44, 3, March 2019 95 and Ingersoll (2004) in using large data sets to uncover evidence for how these factors relate to one another.”
Relating early childhood teachers’ working conditions and well-being to their turnover intentions (2019, background): “…intentions to leave and professional commitment Teachers’ commitment to the organization and profession has often been studied in conjunction with turnover or as a proxy, continuous outcome for turnover and has been shown to relate to teachers’ turnover intentions and satisfaction (Ladd, 2011).”
School Organizational Contexts, Teacher Turnover, and Student Achievement (2016, methodology): “Given this, we did not endorse the survey’s nominal reporting categories and instead included all 33 items in Kraft et al. a two-step process intended to reduce the dimensionality of the survey data, following Loeb et al. (2005), Ladd (2011), and Kane, Taylor, Tyler, and Wooten (2011).”
Uneven Playing Field? Assessing the Teacher Quality Gap Between Advantaged and Disadvantaged Students (2015, background): “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).”
Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions (2020, background): “2014), which has been shown to be related to reduced teacher effectiveness, effort and quality of teaching (Ladd 2011).”
The Impact of Preservice Preparation and Early Career Support on Novice Teachers’ Career Intentions and Decisions (2013, background): “Our results differ from those reported by Ladd (2011), who found higher (not lower) actual leave rates after 1 year in the profession by teachers who had expressed an intent to leave.”
How Context Matters in High-Need Schools: The Effects of Teachers’ Working Conditions on Their Professional Satisfaction and Their Students’ Achievement (2012, methodology): “These results align with a growing body of work examining the organizational characteristics of the schools in which teachers work (Boyd et al., 2011; Ladd, 2011).”
How Much Do School Principals Matter When It Comes to Teacher Working Conditions? (2017, methodology): “Ladd (2011) found that measures of leadership, expanded teacher roles, and teacher time use were negatively and significantly associated with teacher-stated leaving decisions.”
Is This Work Sustainable? Teacher Turnover and Perceptions of Workload in Charter Management Organizations (2016, methodology): “Recent studies offer significant and rigorous evidence that a school’s working conditions can have a profound influence on teacher turnover regardless of school type or student demographics (Allensworth et al., 2009; Boyd et al., 2011; Johnson et al., 2012; Ladd, 2011; W. H. Marinell & Coca, 2013).”
Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction (2017, background): “It has been suggested that although teachers’ turnover intentions do not always lead to a decision to leave the profession, nonetheless they may affect teachers’ efforts and effectiveness (DeAngelis, Wall, & Che, 2013; Ladd, 2011).”