Administrative support, student discipline, and faculty influence are associated with teacher turnover after controlling for teacher and school characteristics¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2006: baselines and conditions change

Subclaims¶

q3 i? Schools providing more administrative support to teachers have distinctly lower turnover; a 1-unit difference in reported support is associated with a 23% difference in the odds of a teacher departing. → Ingersoll 2001 q3 i? Schools with higher faculty decision-making influence have lower turnover; a 1-unit difference in reported influence is associated with a 26% difference in the odds of departing. → Ingersoll 2001 (2)

Evidence¶

Ingersoll 2001¶

Ingersoll, R. M. (2001). Teacher Turnover and Teacher Shortages: An Organizational Analysis. American Educational Research Journal, 38(3), 499-534. https://eric.ed.gov/?q=Teacher+Turnover+and+Teacher+Shortages+Ingersoll

q3 · i? · associational · r2

Multilevel logistic regression (PROC GENMOD, N = 5643) of the 1991-1992 TFS linked to SASS, controlling for teacher and school characteristics. Administrative support was significantly associated with lower turnover odds.

"As shown in model 4, in schools that provide more administrative support to teachers, turnover rates are distinctly lower. A 1-unit difference between schools in reported support (on a 4-unit scale, see Table 2) is associated with a 23% difference in the odds of a teacher departing."

Ingersoll 2001 (2)¶

Ingersoll, R. M. (2001). Teacher Turnover and Teacher Shortages: An Organizational Analysis. American Educational Research Journal, 38(3), 499-534. https://eric.ed.gov/?q=Teacher+Turnover+and+Teacher+Shortages+Ingersoll

q3 · i? · associational · r2

Same multilevel logistic regression analysis (model 6, N = 5643). Faculty influence over school policies was significantly associated with lower turnover odds after controlling for teacher and school characteristics.

"Finally, as shown in model 6, schools with higher levels of faculty decision-making influence and autonomy have lower levels of turnover. A 1-unit difference in reported teacher influence between schools (on a 6-unit scale) is associated with a 26% difference in the odds of a teacher departing."

Discussion¶

Related Claims¶

• School organizational conditions—especially teacher classroom autonomy and faculty decision-making influence—are strongly related to minority teacher turnover — related
• 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
• 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 who strongly disagree that their administration is supportive are more than twice as likely to leave as those who strongly agree — related
• Both younger and older teachers are more likely to depart than middle-aged teachers — related
• Teachers feel more in control and more competent when they have a formal plan for discipline and procedures — related
• After controlling for teacher and school background, school demographic characteristics were not significantly related to minority teacher turnover — related