Teachers who strongly disagree that their administration is supportive are more than twice as likely to leave as those who strongly agree¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In a model controlling for other factors, teacher reports of lack of administrative support have the strongest relationship with turnover, with strong disagreers more than twice as likely to leave. → Carver-Thomas 2017
Evidence¶
Carver-Thomas 2017¶
Carver-Thomas, D. & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/teacher-turnover doi:10.54300/454.278
q2 · i? · associational · r2
Multivariate logistic regression on SASS/TFS data (Table A-2 odds ratios) controlling for student, teacher, and school characteristics; the report states administrative support has "the strongest relationship with teacher turnover."
"Teacher reports of a lack of administrative support have the strongest relationship with teacher turnover. In a model controlling for other factors, teachers who strongly disagree that their administration is supportive are more than twice as likely to leave their school or teaching than teachers who strongly agree"
Discussion¶
Related Claims¶
- Teachers who find their administrators unsupportive are more than twice as likely to leave as those who feel well-supported — possibly the same claim (merge candidate)
- Teachers view classroom observations as a fair way to evaluate their performance but largely reject student growth measures as unfair — related
- Administrative support, student discipline, and faculty influence are associated with teacher turnover after controlling for teacher and school characteristics — related
- Effective, supportive principals retain teachers, with the largest effects in high-need schools — related
- Working conditions, especially accountability pressures and administrative support, shape teachers' decisions to leave or stay — related
- School organizational conditions—especially teacher classroom autonomy and faculty decision-making influence—are strongly related to minority teacher turnover — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
administrative-support-strongest-turnover-predictor |
title |
Teachers who strongly disagree that their administration is supportive are more than twice as likely to leave as those who strongly agree |
description |
Teachers who strongly disagree that their administration is supportive are more than twice as likely to leave as those who strongly agree |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
recheck_by |
2022 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — carver-thomas-2017 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.