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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 0000-0002-9229-3597), Pham, Lam D. (ORCID 0000-0001-8031-7777), Henry, Gary T., Kho, Adam, Zimmer, Ron
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
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  Data: What Teachers Want: School Factors Predicting Teachers' Decisions to Work in Low-Performing Schools
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  Data: <searchLink fieldCode="AR" term="%22Viano%2C+Samantha%22">Viano, Samantha</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9229-3597">0000-0002-9229-3597</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pham%2C+Lam+D%2E%22">Pham, Lam D.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8031-7777">0000-0001-8031-7777</externalLink>)<br /><searchLink fieldCode="AR" term="%22Henry%2C+Gary+T%2E%22">Henry, Gary T.</searchLink><br /><searchLink fieldCode="AR" term="%22Kho%2C+Adam%22">Kho, Adam</searchLink><br /><searchLink fieldCode="AR" term="%22Zimmer%2C+Ron%22">Zimmer, Ron</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22American+Educational+Research+Journal%22"><i>American Educational Research Journal</i></searchLink>. Feb 2021 58(1):201-233.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Employment%22">Teacher Employment</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Mobility%22">Faculty Mobility</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22School+Turnaround%22">School Turnaround</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22School+Safety%22">School Safety</searchLink><br /><searchLink fieldCode="DE" term="%22Small+Classes%22">Small Classes</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline+Policy%22">Discipline Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Salaries%22">Teacher Salaries</searchLink><br /><searchLink fieldCode="DE" term="%22School+District+Reorganization%22">School District Reorganization</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Statewide+Planning%22">Statewide Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink>
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  Data: 10.3102/0002831220930199
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  Data: 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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        Value: 10.3102/0002831220930199
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        PageCount: 33
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    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teacher Employment
        Type: general
      – SubjectFull: Faculty Mobility
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Preferences
        Type: general
      – SubjectFull: Predictor Variables
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      – SubjectFull: School Turnaround
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      – SubjectFull: Poverty
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      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Discipline Policy
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      – SubjectFull: School District Reorganization
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      – SubjectFull: Teaching Conditions
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      – SubjectFull: Public Schools
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      – SubjectFull: Tennessee
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    Titles:
      – TitleFull: What Teachers Want: School Factors Predicting Teachers' Decisions to Work in Low-Performing Schools
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