abstract: Teacher mobility is a policy issue that affects students and school across the country. Despite a long-standing body of research related to teacher mobility, relatively little is known about how teacher-school pairings affect teachers’ decisions to stay at or leave their schools. Therefore, this study tested a model of teacher-school fit with a focus on the value that teachers and principals place on standardized test scores. Survey responses were collected from 382 K-8th grade public school teachers from 22 schools in two school districts. The results show that teachers who placed higher values on standardized test scores reported slightly higher levels of teacher-school fit and were slightly less likely to leave their schools within five years. Additionally, teachers’ self-assessed teacher-school fit showed a strong, positive relationship with teacher retention. These findings suggest that a better understanding of the factors that affect teachers’ sense of teacher-school fit may help reduce teacher mobility. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2017
| Identifer | oai:union.ndltd.org:asu.edu/item:44083 |
| Date | January 2017 |
| Contributors | Vagi, Robert (Author), Garcia, David (Advisor), Hermanns, Carl (Committee member), Ida, Masumi (Committee member), West, Stephen (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 123 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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