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ERIC Number: ED662867
Record Type: Non-Journal
Publication Date: 2024-Jul
Pages: 137
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Should I Stay or Should I Go (Later)? Teacher Intentions and Turnover in Low-Performing Schools and Districts before and during the COVID-19 Pandemic. Working Paper No. 302-0724
Erica Harbatkin; Tuan Nguyen; Katharine O. Strunk; Jason Burns; Alex Moran
National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Teacher turnover is a perennial concern, especially in low-performing, high-poverty schools. While districts and schools may try to anticipate and mitigate turnover by surveying teachers about their future plans, existing research on whether teacher-reported intent is predictive of actual turnover behavior is mixed. Using unique survey data from teachers in 35 low-performing, high-poverty districts in Michigan linked at the teacher level to statewide administrative data, we are able to measure turnover behavior one, two, and three years following reported intent. We find that intent is a significant predictor of turnover and becomes increasingly predictive over time. We also find organizational commitment and school organizational conditions are important factors in teachers' intent and, to a lesser degree, actual turnover behavior.
National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Publication Type: Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)
Identifiers - Location: Michigan
Grant or Contract Numbers: N/A