The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover

Autor/inn/en	Ingersoll, Richard M.; May, Henry
Titel	The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover
Quelle	In: Educational Evaluation and Policy Analysis, 34 (2012) 4, S.435-464 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373712454326
Schlagwörter	Science Teachers; Economically Disadvantaged; Teacher Persistence; Faculty Mobility; Gender Differences; Mathematics Teachers; Suburban Schools; Teacher Surveys; Institutional Characteristics; Minority Group Students; Poverty; Public Schools; Professional Autonomy; Teacher Salaries + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Geschlechterkonflikt; Mathematics; Mathematik; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Armut; Public school; Öffentliche Schule; Berufsfreiheit; Lehrerbesoldung; Lehrervergütung
Abstract	This study examines the magnitude, destinations, and determinants of mathematics and science teacher turnover. The data are from the nationally representative Schools and Staffing Survey and the Teacher Follow-Up Survey. Over the past two decades, rates of mathematics and science teacher turnover have increased but, contrary to conventional wisdom, have not been consistently different than those of other teachers. Also, contrary to conventional wisdom, mathematics and science teachers were also no more likely than other teachers to take noneducation jobs, such as in technological fields or to be working for private business or industry. The data also show there are large school-to-school differences in mathematics and science turnover; high-poverty, high-minority, and urban public schools have among the highest rates. In the case of cross-school migration, the data show there is an annual asymmetric reshuffling of a significant portion of the mathematics and science teaching force from poor to not-poor schools, from high-minority to low-minority schools, and from urban to suburban schools. A number of key organizational characteristics and conditions of schools accounted for these school differences. The strongest factor for mathematics teachers was the degree of individual classroom autonomy held by teachers. Net of other factors such as salaries, schools with less classroom autonomy lose math teachers at a far higher rate than other teachers. In contrast, for science teachers salary was the strongest factor, while classroom autonomy was not strongly related to their turnover. (Contains 9 notes, 3 figures, and 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10