The Influence of School Administrators on Teacher Retention Decisions

被引：301

作者：

Boyd, Donald ^{[1
]}

Grossman, Pam ^{[2
]}

Ing, Marsha ^{[3
]}

Lankford, Hamilton

Loeb, Susanna ^{[2
]}

Wyckoff, James ^{[4
]}

机构：

[1] SUNY Albany, Nelson A Rockefeller Coll Publ Affairs & Policy, Ctr Policy Res, Albany, NY 12222 USA

[2] Stanford Univ, Stanford, CA 94305 USA

[3] Univ Calif Riverside, Riverside, CA 92521 USA

[4] Univ Virginia, Charlottesville, VA 22903 USA

来源：

AMERICAN EDUCATIONAL RESEARCH JOURNAL | 2011年 / 48卷 / 02期

关键词：

educational policy; principals; teachers; retention; PUBLIC-SCHOOLS; PRINCIPALS; TURNOVER; CLIMATE;

D O I：

10.3102/0002831210380788

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article explores the relationship between school contextual factors and teacher retention decisions in New York City. The methodological approach separates the effects of teacher characteristics from school characteristics by modeling the relationship between the assessments of school contextual factors by one set of teachers and the turnover decisions by other teachers in the same school. We find that teachers' perceptions of the school administration has by far the greatest influence on teacher retention decisions. This effect of administration is consistent for first-year teachers and the full sample of teachers and is confirmed by a survey of teachers who have recently left teaching.

引用

页码：303 / 333

页数：31

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