What Teachers Want: School Factors Predicting Teachers' Decisions to Work in Low-Performing Schools
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| Title: | What Teachers Want: School Factors Predicting Teachers' Decisions to Work in Low-Performing Schools |
|---|---|
| Language: | English |
| Authors: | Viano, Samantha (ORCID |
| Source: | American Educational Research Journal. Feb 2021 58(1):201-233. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2021 |
| Sponsoring Agency: | Department of Education (ED) |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teacher Attitudes, Teacher Employment, Faculty Mobility, Decision Making, Preferences, Predictor Variables, School Turnaround, Poverty, Teaching Experience, Institutional Characteristics, Teacher Administrator Relationship, School Safety, Small Classes, Discipline Policy, Teacher Salaries, School District Reorganization, Academic Achievement, Statewide Planning, Teacher Persistence, Teaching Conditions, Public Schools |
| Geographic Terms: | Tennessee |
| DOI: | 10.3102/0002831220930199 |
| ISSN: | 0002-8312 |
| Abstract: | Attracting and retaining teachers can be an important ingredient in improving low-performing schools. In this study, we estimate the expressed preferences for teachers who have worked in low-performing schools in Tennessee. Using adaptive conjoint analysis survey design, we examine three types of school attributes that may influence teachers' employment decisions: fixed school characteristics, structural features of employment, and malleable school processes. We find that teachers express a strong preference for two malleable school processes, administrative support and discipline enforcement, along with a higher salary, a structural feature. Estimates indicate these attributes are 2 to 3 times more important to teachers than fixed school characteristics like prior achievement. We validate our results using administrative data on teachers' revealed preferences. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1284042 |
| Database: | ERIC |
| Abstract: | Attracting and retaining teachers can be an important ingredient in improving low-performing schools. In this study, we estimate the expressed preferences for teachers who have worked in low-performing schools in Tennessee. Using adaptive conjoint analysis survey design, we examine three types of school attributes that may influence teachers' employment decisions: fixed school characteristics, structural features of employment, and malleable school processes. We find that teachers express a strong preference for two malleable school processes, administrative support and discipline enforcement, along with a higher salary, a structural feature. Estimates indicate these attributes are 2 to 3 times more important to teachers than fixed school characteristics like prior achievement. We validate our results using administrative data on teachers' revealed preferences. |
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| ISSN: | 0002-8312 |
| DOI: | 10.3102/0002831220930199 |
