Abernathy, T. V., Forsyth, A., & Mitchell, J. (2001). The bridge from student to teacher: What principals, teacher education faculty, and students value in a teaching applicant. Teacher Education Quarterly, 28(4), 109-119.
Ax, M., Conderman, G., & Stephens, J. T. (2001). Principal support essential for retaining special educators. National Association of Secondary School Principals. NASSP Bulletin, 85(621), 66-71.
Bogler, R. (2001). The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly, 37(5), 662-683.
Brunetti, G. J. (2001). Why do they teach? A study of job satisfaction among long-term high school teachers. Teacher Education Quarterly, 28(3), 49.
Cox, L. (2001). Retaining special educators: Comment on Ax, Conderman, and Stephens. NASSP Bulletin, 85(621). Retrieved December 19, 2006, from http://www.findarticles.com/p/articles/mi_qa3696/is_200101/ai_n8941313
Ediger, M. (2001). The school principal: State standards versus creativity. Journal of Instructional Psychology, 28(2), 79-83.
Gersten, R., Keating, T., Yovanoff, P., & Harniss, M. K. (2001). Working in special education: Factors that enhance special educators’ intent to stay. Exceptional Children, 67(4), 549-567.
Gratch, A. (2001). The culture of teaching and beginning teacher development. Teacher Education Quarterly, 28(4), 121-136.
Hepburn, A., & Brown, S. D. (2001). Teacher stress and the management of accountability. Human Relations, 54(6), 691-715.
Hughes, R. E. (2001). Deciding to leave but staying: Teacher burnout, precursors and turnover. International Journal of Human Resource Management, 12(2), 288-298.
Ingersoll, R. M. (2001a). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.
Three major reasons for teachers leaving: retirement, personal reasons, and job dissatisfaction.
Ingersoll, R. M. (2001b). Teacher turnover, teacher shortages, and the organization of schools. Seattle, WA: Center for the Study of Teaching and Policy.
Focus on four organizational conditions that may affect teacher turnover: compensation, administrative support, degree of conflict and strife, degree of employee input into and influence over organization policies. Study includes both migration and attrition (total departures).
Use of SASS and TFS data, 1991-92. Includes independent variables such as school level, size, urbanicity, and sector. For public schools, added district size, and the level of poverty of the student population.
The self-reported administrative support figure comes from an index of the degree of assistance provided to new teachers. Ingersoll used “logistic regression to determine likelihood of individual teachers moving from or leaving their teaching jobs.”
Results: Flow of hires and turnover suggests a revolving door. High-poverty public schools have a higher turnover rates than do more affluent public schools. Teachers in suburban public schools are more likely to turnover than urban. Schools that provide more support from administrators and with lower levels of student discipline problems have distinctly lower turnover rates.
Teachers who migrate: list low salaries, lack of support from administration, student discipline, and lack of influence over decisions. Teachers from urban, high-poverty public schools add a fifth variable – lack of student motivation.
Moir, E., & Gless, J. (2001). Quality induction: An investment in teachers. Teacher Education Quarterly, 28(1), 109-114.
Perry, M., & Teaugue, J. (2001, March). Update on California’s teacher workforce issues. Retrieved June 15, 2006, from http://www.edsource.org/pdf/teacher_3-01.pdf
Written for EdSource, the report uses data from California Department of Education Dataquest and Center for the Future of Teaching and Learning: The status of the teaching profession 2000. Table 1 shows an uneven distribution of underqualified teachers in which the lowest quartile on API scores have 20% or more underqualified teachers.
Stanford, B. H. (2001). Reflections of resilient, persevering urban teachers. Teacher Education Quarterly, 28(3), 75-87.
Steffy, B. E., & Wolfe, M. P. (2001). A life-cycle model for career teachers. Kappa Delta Pi Record, 38(1), 16-19.
Stinebrickner, T. R. (2001). A dynamic model of teacher labor supply. Journal of Labor Economics, 19(1), 196-230.
Veenman, S., & Denessen, E. (2001). The coaching of teachers: Results of five training studies. Educational Research & Evaluation, 7(4), 385-417.