Teacher-Principal Ethnoracial Matching, Geography, and Novice Teacher Career Outcomes
Saved in:
| Title: | Teacher-Principal Ethnoracial Matching, Geography, and Novice Teacher Career Outcomes |
|---|---|
| Language: | English |
| Authors: | Wesley Edwards (ORCID |
| Source: | AERA Open. 2023 9(1). |
| 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: | 18 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Teacher Administrator Relationship, Principals, Novices, Beginning Teachers, Elementary Secondary Education, Public Schools, Ethnic Groups, Race, Teacher Persistence, Administrator Characteristics, Teacher Characteristics, Geographic Location |
| Geographic Terms: | Texas |
| ISSN: | 2332-8584 |
| Abstract: | Nationally, many school districts are facing a teacher workforce sustainability crisis, and job retention for novice teachers of color is a key area of focus for educational leaders and policymakers. In this study, we draw on nine years of administrative data from Texas K-12 public schools to better understand how teacher-principal ethnoracial matching is associated with patterns of teacher retention and system-exit. Teacher labor markets are geographically small, so we link data from the National Center for Education Statistics containing geographic locale information to explore how the relationship between ethnoracial matching and novice teacher career outcomes varies across urban, suburban, rural, and town school contexts. We find that matching is associated with an increase in the probability of retention and a decrease in the probability of system-exit, with important variation for novice Black and Latinx teachers working in some nonurban school locales. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1405271 |
| Database: | ERIC |
| Abstract: | Nationally, many school districts are facing a teacher workforce sustainability crisis, and job retention for novice teachers of color is a key area of focus for educational leaders and policymakers. In this study, we draw on nine years of administrative data from Texas K-12 public schools to better understand how teacher-principal ethnoracial matching is associated with patterns of teacher retention and system-exit. Teacher labor markets are geographically small, so we link data from the National Center for Education Statistics containing geographic locale information to explore how the relationship between ethnoracial matching and novice teacher career outcomes varies across urban, suburban, rural, and town school contexts. We find that matching is associated with an increase in the probability of retention and a decrease in the probability of system-exit, with important variation for novice Black and Latinx teachers working in some nonurban school locales. |
|---|---|
| ISSN: | 2332-8584 |
