The Influence of School Administrators on Teacher Retention Decisions

By Donald J. Boyd, Pam Grossman, Marsha Ing, H. Lankford, Susanna Loeb, J. Wyckoff. 2011

813 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f1531e7cd4ea48b3f06abd1214eb9392fd6d2a12

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Citations in the corpus

School Organizational Contexts, Teacher Turnover, and Student Achievement (2016, background): “Scholars have explored these relationships using data from schools across California, Chicago, Massachusetts, New York City, and North Carolina (Loeb, Hammond, & Luczak, 2005; Boyd et al., 2011; Ladd, 2011; Johnson, Kraft, & Papay, 2012; Marinell & Coca, 2013; Allensworth, Ponisciak & Mazzeo, 2009).”
Systematic Sorting (2013, background): “Schools with harder to serve student bodies also often face high teacher turnover (Allensworth, Ponisciak, and Mazzeo 2009; Boyd et al. 2009; Ingersoll 2001).”
Teacher attrition in the USA: the relational elements in a Utah case study (2017, background): “The relationships with the administration varied from highly supportive to non-existent (Boyd et al., 2011), and relationships with other teachers were just as variable.”
Teacher shortage and attrition: Why do they leave? (2016, background): “In terms of age, a large number of studies observe a higher exit rate among the youngest and oldest teachers (Borman & Dowling, 2008; Boyd et al ., 2011).”
How Much Do School Principals Matter When It Comes to Teacher Working Conditions? (2017, methodology): “2 facilities, school resources, school culture, and community support (Boyd et al., 2011; Hirsch, Emerick, Church, & Fuller, 2007; Johnson et al., 2012).”
Is This Work Sustainable? Teacher Turnover and Perceptions of Workload in Charter Management Organizations (2016, background): “The literature on teacher turnover consistently finds that working conditions, particularly perceptions of leadership, are among the strongest predictors of teacher retention and turnover across various teachers and schools (Boyd et al., 2011; Ingersoll, 2001; Johnson, Kraft, & Papay, 2012; W. H. Ma”
How Context Matters in High-Need Schools: The Effects of Teachers’ Working Conditions on Their Professional Satisfaction and Their Students’ Achievement (2012, background): “However, as we discussed earlier, this measure may not best represent the aggregate context across the school because of reporting bias or individual differences (Boyd et al., 2011).”
Improving Working Conditions to Support Special Educators’ Effectiveness: A Call for Leadership (2020, methodology): “To define working conditions for this article, we drew from literature in both general education (e.g., Boyd et al., 2011; Johnson et al., 2012) and special education (Billingsley & Bettini, 2017), focusing on working conditions related to teachers’ daily work in schools.”
The Price of Misassignment (2010, background): “We learned from recent research in Chicago and New York City that, within districts, turnover rates are also proportionally much higher in low-performing, high-poverty schools than in other schools (Allensworth et al., 2009; Boyd et al., 2009).”
Pre-Service Teacher Training in Classroom Management (2014, background): “…school environment, and poor student behavior and motivation are listed consistently among factors that influence teachers’ decisions to leave (Boyd et al., 2011; Feng, 2009; Henke, Zahn, & Carroll, 2001; Ingersoll, 2001; Ingersoll, Merril, & May, 2012; Johnson & Birkeland, 2003;…”
Easy in, Easy out (2016, methodology): “…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 student discipline problems (Ingersoll,…”
Estimating the Effect of Leaders on Public Sector Productivity: The Case of School Principals. NBER Working Paper No. 17803. (2012, positive): “Teachers could be making these decisions based upon the atmosphere and actions of the principals (Boyd et al. (2011)) as long as the level of an influence over different quality teachers is correlated with principal quality.”