TY - JOUR
T1 - Oh, won't you stay
T2 - A multilevel analysis of the difficulties in retaining qualified teachers
AU - Strunk, Katharine Omenn
AU - Robinson, Joseph Paul
PY - 2006
Y1 - 2006
N2 - The No Child Left Behind Act of 2001 requires that every classroom be staffed with a "qualified teacher." A growing literature is focusing on what causes teachers to leave their jobs and/or the teaching occupation, rather than solely on factors influencing teacher recruitment. This article uses nationally representative data from the 1999-2000 Schools and Staffing Survey to address teacher attrition in a multilevel analytic framework, accounting for the clustering of teachers within schools within states. Drawing from a theoretical framework rooted in occupational wage theory and social identity theory, we find teachers are more likely to leave if (a) they are specialized instructors (especially foreign language); (b) they have a probationary teaching certificate; (c) they are less experienced; (d) the racial composition of the students is heavily minority; (e) the students' racial composition is less matched to their own race/ethnicity; and, for teachers of some races, (f) the teaching staff's racial composition is more matched to their own race/ethnicity.
AB - The No Child Left Behind Act of 2001 requires that every classroom be staffed with a "qualified teacher." A growing literature is focusing on what causes teachers to leave their jobs and/or the teaching occupation, rather than solely on factors influencing teacher recruitment. This article uses nationally representative data from the 1999-2000 Schools and Staffing Survey to address teacher attrition in a multilevel analytic framework, accounting for the clustering of teachers within schools within states. Drawing from a theoretical framework rooted in occupational wage theory and social identity theory, we find teachers are more likely to leave if (a) they are specialized instructors (especially foreign language); (b) they have a probationary teaching certificate; (c) they are less experienced; (d) the racial composition of the students is heavily minority; (e) the students' racial composition is less matched to their own race/ethnicity; and, for teachers of some races, (f) the teaching staff's racial composition is more matched to their own race/ethnicity.
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U2 - 10.1207/s15327930pje8104_4
DO - 10.1207/s15327930pje8104_4
M3 - Article
AN - SCOPUS:33846675386
SN - 0161-956X
VL - 81
SP - 65
EP - 94
JO - Peabody Journal of Education
JF - Peabody Journal of Education
IS - 4
ER -