Abstract
Teacher turnover is costly in its financial implications and negative impact on student learning. Recent studies demonstrate that many teachers choose to transfer to a more preferable work setting or leave the field. By employing a nested design using Hierarchal Linear Modeling data from the most recent complete Schools and Staffing Survey 2007-2008 (SASS) by NCES, the researchers found indications that school-level contextual factors, such as teacher influence on school, teacher perception of control, and teacher perceived support play a significant role in teachers’ intentions to leave or remain in the field. An understanding of these factors allows policymakers and administrators to implement practices to improve work environments for teachers. Retaining good teachers is a key to improve teacher and school quality nationwide.
Recommended Citation
Boden-McGill, Carrie J. and Sedivy-Benton, Amy
(2012)
"Personal or School? Factors that Influence a Teacher’s Intentions of Remaining or Leaving the Profession,"
Administrative Issues Journal: Vol. 2:
Iss.
3, Article 13.
Available at:
https://dc.swosu.edu/aij/vol2/iss3/13
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