Conforme aponta a literatura, alta rotatividade de professores pode dificultar o desenvolvimento do trabalho da equipe escolar, com possíveis consequências prejudiciais para a aprendizagem dos alunos, e sinalizar outros problemas na escola, como condições de trabalho relativamente ruins. Esta dissertação tem o objetivo de investigar os determinantes da rotatividade docente na rede estadual de São Paulo, usando os dados dos Censos Escolares de 2007-2011 e considerando a estrutura institucional da rede. A descrição da rotatividade coletiva no nível das escolas evidenciou o alto nível da rotatividade paulista em âmbito nacional, bem como que a maior parcela da rotatividade é explicada pela migração de professores entre escolas. A análise da estrutura institucional da rede revelou que existem políticas com potencial de afetar à mobilidade docente, como o adicional por local de exercício (ALE) e a bonificação por resultados, e que a Secretaria da Educação do Estado (SEE) tem buscado elevar os custos de migração interna da rede. Revelou também que parcela da rotatividade docente até 2010 pode ser vista como estrutural, na medida em que quase metade dos professores não tinha vínculo com a escola e, por isso, não tinha garantia de continuidade na mesma de um ano para outro. Há evidências de que o professor que mais migra tem menor qualificação e de que o aluno mais afetado por equipes escolares mais instáveis é o de menor nível socioeconômico, principalmente nas séries iniciais do fundamental. Dentre as políticas da SEE, a Bonificação por Resultados está associada à menor rotatividade em todas as etapas escolares (ensino fundamental e médio), porém seu efeito é pequeno, e o ALE parece ajudar a fixar o professor do fundamental I nas escolas. / According to the literature, high teacher turnover can be detrimental to school work, with possible damaging consequences to student learning, and indicate underlying problems, as relatively poor work conditions. The goal of this dissertation is to investigate the determinants of teacher turnover at schools managed by São Paulo State government using data from Censo Escolar 2007 to 2011 and considering the institutional features of the school administration. São Paulo has high collective turnover rates by schools compared to other Brazilian States and migration between schools accounts for most of the total teacher turnover. Between the relevant institutional features of the school administration are the existence of policies related to turnover, as the teacher bonus and the adicional por local de exercício (ALE), and the fact that the Education Department has increased the migration costs between schools. Also we can view the teacher turnover of São Paulo State as partly structural, because half of the teachers did not have a stable link with schools until 2010. There is evidence that the migrant teacher is less qualified and that schools serving economically disadvantaged and black students appear more vulnerable to turnover, especially elementary schools (first grades of ensino fundamental). The teacher bonus is associated negatively to turnover, but its marginal effect is very small, and ALE seems to help to retain teachers in elementary schools.

This dissertation examined different facets of teacher turnover in Southern Arizona by using literature from education, educational psychology, and industrial and organizational psychology. The purpose of synthesizing across research domains was to obtain a more nuanced understanding of the phenomenon. Motivation for the study reflected the teacher shortages faced on a national (Sutcher, Darling-Hammond, & Carver-Thomas, 2016) and regional level (Educator Retention and Recruitment Task Force, 2015). In order to identify potential strategies for increasing teacher retention, the dissertation project pursued three studies on this topic. Study 1 utilized data from the Schools and Staffing Survey project. Participants were matched across the 2011-2012 Teacher Questionnaire and 2012-2013 Teacher Follow-Up Survey (TFS) in order to determine whether teachers' beliefs at Time 1 varied by their occupational status at Time 2 (i.e., stayer, leaver, or mover). The study also asked whether teachers' beliefs and attitudes predicted the odds of being a stayer, mover, or leaver at Time 2. Exploratory factor analyses, analyses of variance, and logistic regressions were utilized. Results indicated that there were no differences between teacher groups; and, none of the variables predicted TFS status. Study 2 specifically examined whether teachers differentiated between organizational (school) and occupational (profession) beliefs, particularly in regards to turnover intentions. The study also examined whether specific variables differentially predicted organizational and occupational turnover intentions. The purpose was to identify specific areas that increased both types of retention. Analyses relied on confirmatory factor analyses, analyses of variance, and structural equation modeling. Results indicated that teachers’ beliefs were empirically distinct and that each type of turnover consisted of unique predictors. Study 3 emphasized perceived school goal structure, or school-level goals for teachers, teacher learning, and performance. Mastery school goal structure generally reflected goals for teacher development whereas performance goal structure reflected testing and high performance goals. Both school goal structures were examined in relation to teachers’ occupational turnover intentions, emotion, and coping. Exploratory factor analyses, correlation analyses, and hierarchical linear regression analyses were used in the study. Results indicated that there were two performance school goal structures rather than one anticipated structure: one that emphasized testing and another that emphasized social comparison for teachers. Perceived mastery school goal structure related to lower intentions to leave the profession and more productive coping. Perceived performance-testing school goal structure generally related to more negative affect and ineffective coping; neither performance goal structure related to turnover intentions. Overall, the three studies inform the literature regarding teacher beliefs, motivation, and turnover intentions. The dissertation increases our understanding of teachers' school- and work-related beliefs, and it informs what we know about teachers' turnover intentions. Furthermore, the findings encourage future research on teachers' beliefs and actual turnover, particularly within the current educational context.

The purpose of this study was to investigate factors that compel teachers of students with emotional and behavioral disorders (E/BD) to quit or stay in their job. Invitations to participate in the study were sent to a sample of educators from each the four census regions of the United States who currently work or have worked in the past worked with students with E/BD and have participated in one or more of the Council for Children with Behavioral Disorders (CCBD) professional development events. A total of 156 educators responded to the online survey and 9 participated in the focus groups. Quantitative information generated from the survey was analyzed using frequency distributions and ANOVA, whereas, qualitative information were analyzed by summarizing and sorting information into different categories. The results were presented in narrative and tabular form and organized in response to each of the research questions. The projected high teacher turnover as depicted in the findings, were mainly attributed to workplace variables and classroom conditions. Both variables are likely to be associated with high levels of dissatisfaction and lack of commitment eventually leading to decisions by teachers of students with E/BD to leave their job. Most respondents perceived themselves as being adequately prepared for responsibilities associated with teaching students with E/BD. The low variances associated with the grouping variable, career decisions did not explain a significant amount of variance in perceived levels of preparedness with regards to implementation of various program components and instructional activities. Hence, teacher qualifications and perceptions did not play a significant role in career decisions made by teachers of students with E/BD. In addition, findings reveal the need for all future teachers regardless of their certification to take specialized courses in special education to ensure that all teachers understand the unique characteristics and needs of students with E/BD. Respondents recommended that all pre-service teachers would benefit from actual hands-on training through structured field experiences and practicum.

A study to determine whether there is any relationship between teacher training and college training, between turnover of teachers and departmental training, and between grade point average, honor society students, and turnover of teachers.

In rural and remote schools in Western Canada, researchers have discovered that high teacher turnover affects school climate as well as student achievement. The purpose of this project study was to explore novice teachers' and administrators' perceptions about the influence of school-related and classroom activities on decisions to stay or leave permanent teaching positions at a large remote school in Precambrian Shield School Division. Boylan's theory of teacher retention was the conceptual framework for the study. The guiding research questions were focused on teachers' and administrators' perceptions of various aspects of school and classroom activities in remote schools that might influence decisions to stay or leave. A bounded case study design using purposeful sampling was adopted and 11 novice teachers in their first 2 years of teaching experience in a remote school and 1 administrator agreed to participate in the study. The sample included 4 elementary and 4 middle/high school teachers along with 3 teachers with diverse teaching assignments and 1 experienced administrator. Data collection included qualitative questionnaires, semi-structured interviews, and document reviews that were coded and analyzed for common themes. Key findings suggested that classroom climate, professional support structures, and student achievement were perceived to be of negative influence on retention decisions, especially inconsistent professional support structures. These findings were used to create a professional development plan to support and provide mentoring for novice teachers in remote schools. This support plan, particularly the mentoring framework, will likely reduce turnover at this school and will provide a model for helping other districts with similar high turnover in remote schools.

Issues of the multi-faceted, complex problem of teacher attrition in the U.S. have long been studied by researchers working to stem the tide of teachers leaving the field: dimensions of class size, salaries, working conditions, and accountability measures are most often interrogated in relation to this issue. However, this study takes up the dimension of teacher learning and growth beyond the first few years of teaching as an aspect connected to teacher attrition that is undertheorized and studied. In the current climate of teacher learning, teachers are positioned in an implementation model of learning—as receivers of knowledge that they are to take up in their classrooms, which has been the way teachers have most often been positioned since the formalization of the U.S. education system.Through the intertwined theories of disability studies in education and Bakhtinian dialogism, this study troubles ableist constructions of normal that often manifest in the form of good teacher narratives, and instead centers teacher knowledge and experience to interrogate how, when and under what conditions teachers learn across the lifetime of teaching, through their own voices and stories. This study takes up a narrative inquiry approach that views experience as both phenomena and method. Through a self-storying method called the Story Box, and subsequent Collaborative Conversations with the four teacher participants in the study, we think narratively about the conditions in which learning and growth occur for them that meaningfully influences their work and views of themselves as teachers and knowers. The cogent knowledge that emerged from the teacher collaborators in this study regarding school leaders is that the work of cultivating a dynamic learning environment where teachers’ learning and growth is fostered is a significant responsibility of school leaders. The participants’ experiences also reveal the critical correlation between their ongoing learning and growth and being seen and known by their school leaders. It is not sufficient for school leaders to simply make space for learning and growth, but they must be deeply imbedded with their teachers in order for teachers to thrive over a lifetime of practice.

Despite repeated attempts by school administrators, policymakers and researchers to diagnose and correct rising occurrences of teacher turnover, there has been little change in the actual efforts to retain teachers in academy organizations. In response, this study was conducted to describe process constraints within the academy organization that are responsible for managing teacher turnover. To provide a description of current teacher retention efforts by school administrators, a survey instrument was administered to school teachers in the State of Florida. The population sample was dispersed throughout the entire state and closely reflected the demographics of Florida school teachers. The survey addressed two issues: Whether or not there is a consistent effort by school administrators to gauge a teacher's desire to remain in their current position and whether or not the teachers perceive related administration decisions to be fair. To describe perceptions of fairness, a two-prong model was used to measure perceptions of Voice and Equity. Of the 215 respondents, only about 25 percent were administered a survey within the last year that gauges their desire to remain in their current position. Of these respondents who were given a retention survey by their administrators, results were mixed, with only about half of all respondents leaning towards a favorable perception of fairness. The results indicate that there is a logical need for process improvement within the administration of academy organizations before teacher turnover could be managed effectively.

The Academic Pathway to Teaching (APT) licensure was introduced in 2016 to expand the supply of teachers in Utah. Since then, there has been no formal evaluation of the licensure or the teachers teaching with an APT license. The goals of this study were to explore the effects of the APT licensure on teacher turnover in Utah and to analyze how mentoring experience and teacher self-efficacy were related to the attrition of this population of teachers. This mixed-methods study used data from the Utah State Board of Education to calculate rates of teacher turnover of APT candidates (N=456) for each cohort and school year from 2016-17 to 2017-18. In addition, a survey was sent to current and previous APT candidates with questions on mentoring, self- efficacy, and opinions of the licensure. By their second year of teaching, 41% of the 2016-17 cohort had left teaching in Utah or moved schools. The 2017-18 cohort had a teacher turnover rate of 16%. Although analyses of variance of survey items found no relationship between self- efficacy and attrition, they did find that APT candidates who were still teaching had significantly more frequent and impactful mentoring experiences. Furthermore, data from the open-ended survey responses supported these findings and identified another variable related to the success of APT candidates: previous teaching experience. Although this study is limited by a small survey respondent group of APT candidates who had left teaching (N=13), the implications of this research can shape inform policy decisions regarding alternative certification in Utah.

Beginning teacher attrition is a problem that exacerbates the inequity of opportunities for all students, especially for those in schools that are already challenged by poverty. This study makes use of the Beginning Teacher Longitudinal Survey (covering the period between 2008 and 2012) and U.S. Census data to identify which teachers leave and to explain why. Beyond that, it also offers a look into the characteristics of those teachers who stay at the same school for five years. The empirical investigation is embedded in a conceptual framework that draws from motivation and identity theories and brings in insights about the importance of geography and of neighborhood effects from works on poverty and education. The study utilizes a dataset with survey responses from approximately 1,800 full-time teachers from a sample designed to represent the overall population of beginning teachers in the United States. By combining individual-level longitudinal data with information about communities, it makes an important contribution to the study of new teacher placement, attrition, and retention. The evidence is presented using a variety of descriptive and inferential statistics, and the analysis includes factor analysis and logistic regression models. The results show that indicators of leaving the profession before the fifth year become apparent early on, as factors measured at the end of year one have significant effects on early career outcomes. Most prominently, higher degrees of burnout reported by teachers, which includes factors such as decreased enthusiasm and increased fatigue, are associated with increased risks for leaving the profession without the prospect to return to it and with transferring to a different school district. Several other factors on the individual and school-level emerge as relevant to career outcomes. Teachers who have Highly Qualified Teacher credentials and report a supportive school climate are at less risk to leave the profession. On the other hand, teachers with alternative certification and master’s degrees are more likely to move to a different school or districts in the first five years. In terms of socio-geographic factors that help explain teacher retention and attrition, the only significant variable in the regression models used in the analysis is the percentage of White residents at the Census tract of the Year 1 school. When everything else is held constant, decreasing this percentage from 100 to 0 increases the predicted probability of leaving the profession by approximately 20%. Considering that a vast majority of beginning teachers both in the sample and in the overall population are White, this findings fits in with theories about “the pull of home” and cultural habitus. The magnitude and significance of this finding suggest that it warrants further exploration, as racial composition of the communities is likely a measurement proxy for complex processes of inequality. / Urban Education

The present study investigated the processes and factors which led to increased student achievement at a rural, high poverty, elementary school in 2014-2019. Student academic achievement was measured through the pass rates of students in third, fourth, and fifth grades on the Virginia SOL assessments in English and mathematics. In English, student pass rates increased by 22 percentage points from 2015-2019, and in mathematics, they increased 16 points for the same time period. Due to this growth, the school was recognized as one of the National Distinguished Title I Schools in 2019. Utilizing a case study methodology, interviews were conducted with building level and division level school personnel for a total of 11 participants. Other data were also analyzed such as school improvement plans, student progress monitoring data, and personnel changes at the school. Participants indicated high quality leadership, the creation and cultivation of positive relationships among faculty, staff, and students, and the implementation of the Responsive Classroom program as factors contributing to increased student academic achievement. Furthermore, 50% teacher turnover and subsequent hiring of new teachers or the transferring in of teachers new to the school was identified as a change within the school during the five years being studied. / Doctor of Education / Students in third, fourth, and fifth grades in Virginia public schools take assessments in English, mathematics, science and history, depending on grade level, at the end of each school year to determine their academic success based on common grade level standards. This study focused on a school that improved student pass rates on the English assessment by 22 percentage points and 16 percentage points on the mathematics assessment from 2014-2019. This study examined the processes and factors that went into the increased student achievement through interviews of 11 school level and division level personnel. These interviews provided administrator, teacher, and school staff perceptions of why student achievement increased, and led to the examination of other data such as school improvement plans from 2014-2016, student progress monitoring data, and school staffing changes from 2014-2019. The study found the analysis of student progress monitoring data and subsequent meetings between the teachers and literacy coaches to address student academic needs as having an impact on student achievement. Additionally, the creation and cultivation of positive relationships between faculty, staff, and students, purposeful and high-quality leadership, and the implementation of the Responsive Classroom program were identified as factors increasing student achievement. The school also experienced 50% teacher turnover from 2014-2019. In 2014, the school had 14 teachers and by the end of the study in 2019, seven of those teachers had left for various reason, allowing the building principal to hire or transfer teachers in from other schools who better fit the needs of the school and its students.