Beginning English Teacher Attrition, Mobility, and Retention

Autor/inn/en	Hahs-Vaughn, Debbie L.; Scherff, Lisa
Titel	Beginning English Teacher Attrition, Mobility, and Retention
Quelle	In: Journal of Experimental Education, 77 (2008) 1, S.21-53 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
Schlagwörter	Mentors; Teacher Persistence; Logical Thinking; Faculty Mobility; English Teachers; Migration; Beginning Teacher Induction; Surveys; Teacher Characteristics; Institutional Characteristics; Beginning Teachers + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Survey; Umfrage; Befragung; Junior teacher; Junglehrer
Abstract	Although much research on teacher attrition and mobility exists, few researchers have addressed English teachers specifically. The present authors, using the 1999-2000 Schools and Staffing Survey (SASS) and the Teacher Follow-Up Survey (TFS; National Center for Education Statistics, 2005) examined individual and school characteristics and mentoring and induction activities that affect beginning English teachers' attrition, mobility, and retention. The results indicated that only salary was statistically significantly related to increased odds of beginning English teachers' leaving the profession. No factors related to decreased attrition. In terms of mobility, no teacher or school characteristics were associated with migration (i.e., changing schools). Reviewing combined effects of mentoring and induction activities when controlling for teacher and school characteristics, the authors found that the results suggested none of the activities were related to attrition and migration. (Contains 11 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10