School organizational conditions—especially teacher classroom autonomy and faculty decision-making influence—are strongly related to minority teacher turnover¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A one-unit increase in reported teacher classroom autonomy (four-unit scale) was associated with a 40% difference in the odds of a minority teacher departing—the strongest relationship found. → Ingersoll 2017 q2 i? A one-unit increase in reported faculty influence (four-unit scale) was associated with a 37% decrease in the odds of a minority teacher departing. → Ingersoll 2017 (2)

Evidence¶

Ingersoll 2017¶

Ingersoll, R., May, H., & Collins, G. (2017). Minority teacher recruitment, employment, and retention: 1987 to 2013. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/minority-teacher-recruitment

q2 · i? · associational · r2

Logistic regression Model 12 in Table 5b, controlling for teacher, school, and demographic characteristics. The report calls this "the strongest relationship we found": "a 40% difference in the odds of a minority teacher departing" per one-unit difference in classroom autonomy.

"A one-unit difference in reported teacher classroom autonomy (on a four-unit scale) was associated with a 40% difference in the odds of a minority teacher departing."

Ingersoll 2017 (2)¶

Ingersoll, R., May, H., & Collins, G. (2017). Minority teacher recruitment, employment, and retention: 1987 to 2013. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/minority-teacher-recruitment

q2 · i? · associational · r2

Logistic regression Model 11 in Table 5b. The report describes faculty decision-making influence as "one of the strongest relationships we found, and especially so for minority teachers," with a 37% decrease in departure odds per one-unit increase.

"A one-unit increase in reported faculty influence between schools (on a four-unit scale) was associated with a 37% decrease in the odds of a minority teacher departing."

Discussion¶

Related Claims¶

• Less positive school organizational conditions account for the higher minority teacher turnover rate; once conditions are controlled, the minority-nonminority turnover difference becomes statistically insignificant — related
• After controlling for teacher and school background, school demographic characteristics were not significantly related to minority teacher turnover — related
• Teachers are more likely to stay in schools where they perceive colleagues as collaborators, feel influence over their work environment, and trust their principal as an instructional leader — a broader claim this one bears on
• Teachers who find their administrators unsupportive are more than twice as likely to leave as those who feel well-supported — related
• Administrative support, student discipline, and faculty influence are associated with teacher turnover after controlling for teacher and school characteristics — related
• Both younger and older teachers are more likely to depart than middle-aged teachers — related
• From 1987 to 2012 the number of U.S. minority teachers more than doubled, growing faster than nonminority teachers and minority students — related
• Minority teacher turnover rates have been significantly higher than nonminority turnover, and the gap widened after 2004 — related
• Teachers who strongly disagree that their administration is supportive are more than twice as likely to leave as those who strongly agree — related