Physics Teacher Retention, Migration, and Attrition

Autor/inn/en	Palermo, Martin; Kelly, Angela M.; Krakehl, Robert
Titel	Physics Teacher Retention, Migration, and Attrition
Quelle	In: Journal of Science Teacher Education, 33 (2022) 4, S.368-391 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Palermo, Martin) ORCID (Kelly, Angela M.) ORCID (Krakehl, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2021.1946638
Schlagwörter	Physics; Science Teachers; Science Instruction; Teacher Persistence; Faculty Mobility; Longitudinal Studies; Teacher Education Programs; Organizational Culture; Science Achievement; Teacher Retirement; Public School Teachers; Prediction; Teaching Experience; Socioeconomic Status; Institutional Characteristics; Correlation; Urban Areas; Beginning Teachers; Teaching Load; Urban Schools; Suburban Schools; Disadvantaged Schools; Teacher Characteristics; High School Teachers; Teacher Attitudes; Standardized Tests; Science Tests; Teacher Certification; New York + Suchen Sie Ihr Suchwort? Physik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Unternehmenskultur; Vorhersage; Socio-economic status; Sozioökonomischer Status; Korrelation; Urban area; Stadtregion; Junior teacher; Junglehrer; Lehrdeputat; Urban areas; School; Schools; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; High school; High schools; Oberschule; Lehrerverhalten; Standadised tests; Standardisierter Test
Abstract	The issue of science teacher turnover has been examined in many national studies, yet most educational policies related to teacher preparation and student performance are determined at the state level. There has been a lack of research that explores this issue in specific science domains. The present nonexperimental longitudinal study examined physics teacher retention, attrition, and migration patterns over a five-year period from 2012 to 2017 in the case of New York State. The theoretical framework is based upon theories of teacher retention, attrition, and migration, specifically with regard to teacher preparation, organizational culture, and student performance in physics. The sample included 1472 teachers, 105 of whom retired from the profession. Of the remaining 1367 physics teachers, 78.3% (n = 1070) were retained in their schools, 13.2% (n = 181) left public school teaching all together preretirement, and 8.5% (n = 116) migrated to work in other school districts. Multinomial logistic regression determined physics teacher attrition was predicted by years of teaching experience (professional age), school-level socioeconomic status, school locale, and course load taught in physics. A significant interaction between professional age and urban locale suggested novice teachers in urban schools were particularly vulnerable. Physics teacher migration was predicted by professional age and school-level socioeconomic status. Of the novice teachers who migrated to other schools, approximately one-third left urban and rural schools to work in suburban schools while most of the others migrated to similar locales. Implications for the support and preparation of novice physics teachers, particularly those who work in high need schools, are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01