Working conditions shape educator retention and also influence recruitment decisions and the effectiveness of collaborative evaluation and induction¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r2 · q1
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change

Subclaims¶

q1 i? Working conditions affect teacher and school leader retention, and candidates' perceptions of school environment during recruitment may affect their decision to apply or accept a job offer. → Talent Development Framework: Improving Access to Excellent Educators for All Students 2020 q1 i? Working conditions such as time schedules and trust among colleagues affect whether evaluation, professional growth, and induction mentoring activities requiring collaboration are effective. → Talent Development Framework: Improving Access to Excellent Educators for All Students 2020 (2)

Evidence¶

Talent Development Framework: Improving Access to Excellent Educators for All Students 2020¶

Talent Development Framework: Improving Access to Excellent Educators for All Students. (2020). Center on Great Teachers and Leaders at the American Institutes for Research. https://gtlcenter.org

q1 · i? · theoretical · r2

In the section on interdependence among policy sections, the document asserts this link between working conditions, retention, and recruitment decisions as an example of why policy areas are interdependent; no data are reported here.

"Working conditions affect teacher and school leader retention; however, during recruitment, candidates gain some sense of the school's environment and culture; this perception may affect their decision to apply or accept a job offer."

Talent Development Framework: Improving Access to Excellent Educators for All Students 2020 (2)¶

Talent Development Framework: Improving Access to Excellent Educators for All Students. (2020). Center on Great Teachers and Leaders at the American Institutes for Research. https://gtlcenter.org

q1 · i? · theoretical · r2

The same interdependence section states that working conditions also condition whether mentors can integrate new teachers into a collegial community during induction and whether resigning teachers give early notification enabling early recruitment timelines.

"Working conditions, such as time schedules and trust among colleagues, further affect whether evaluation and professional growth activities that require collaboration are effective"

Discussion¶

Related Claims¶

• Non-participation in intensive professional development reflected enjoyment, preparation, and conceptions of professional development, not experience or science background — related
• Organizational climate can influence people's behavior and may be linked to teaching practices (attributed to Milem) — related
• Piecemeal educator policymaking overburdens educators and can drive talented educators out of the profession — related
• Changes traced to historical and activity factors, but the authors conclude the IDEAS academy itself may not be the major factor in observed changes — related
• Mentoring strongly influences new teachers' decisions to stay in or leave teaching (review attribution) — related
• Comprehensive teacher induction generated no significant improvements in novice teachers' classroom practices in the first year — related
• Comprehensive teacher induction did not increase teacher retention during the first year of teaching — 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 narrower finding that bears on this claim
• Comprehensive induction supports keep new teachers in teaching at more than twice the rate of unsupported novices — related
• Targeted recruitment of teacher leaders is associated with candidates more likely to become and remain principals — related
• Working conditions, especially accountability pressures and administrative support, shape teachers' decisions to leave or stay — a narrower finding that bears on this claim
• Teachers cite principal support as one of the most important factors in their decision to stay in a school or the profession — related
• Teachers' effectiveness increases at a greater rate in supportive, collegial working environments and when they accumulate experience in the same grade level, subject, or district — related