Demography as Destiny: Explaining the Turnover of Alternatively Certified Mathematics Teachers in Hard-to-Staff Schools
Demography as Destiny: Explaining the Turnover of Alternatively Certified Mathematics Teachers in Hard-to-Staff Schools
复制标题
人口命运：解释人手困难的学校中经过替代认证的数学教师的流动
DOI：
10.1177/01614681221096796
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
Andrew M. Brantlinger
中科院分区：
文献类型：
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作者：
Ashley A. Grant;Andrew M. Brantlinger
背景资料：为了遏制教师流动的趋势，防止教师短缺，教师流动干预措施和政策往往侧重于新教师和新手教师，因为有证据表明，这些教师的流动率特别高。此外，研究人员继续调查在许多低收入、少数民族学校中观察到的教师流动率高的根本原因，以及这是否更多地是由于学校人口统计或工作条件差。目的：本文探讨纽约市教学研究员（NYCTF）教师的风险离开他们的第一所学校在他们的第一个9年。它既描述了离开模式，又考察了学校人口统计数据和学校氛围如何预测这些离开模式。参会人员：这项研究跟踪了608名教师：2006年或2007年进入纽约市课堂的两组中学数学教师。研究设计：这是一个定量研究的调查和保留数据，收集的一部分，对NYCTF数学教师的纵向研究项目。数据分析：我们使用事件历史分析（包括生命表和危险函数图）来描述教师离开第一所学校的时间模式。我们还使用了离散时间风险模型来估计利益（学校人口统计和学校气氛）和教师流动的预测之间的相对关系。结果如下：这项研究的结果提供了证据，反驳了该领域的一般假设，即教师在最初的1至3年中离开第一所学校的比例最高。其次，我们还发现，在低收入、少数民族占多数的城市学校开始的替代认证教师的流动率受到学生人口统计和学校气候条件的影响，包括教师的合作和学生行为。第三，我们发现的证据支持我们的假设，教师的个人看法，他们的学校环境是更强大的驱动程序，他们的营业额相比，他们的同事的看法。结论：这项研究的结果增加了我们对中学数学NYCTF教师的教师流动率的时间的理解，说明教师流动率可能仍然较高，后来在开始教师的职业生涯比目前假设的。这表明，在他们的职业生涯中，3至5年的教师可能是支持的好目标。我们的研究结果支持这样一种理论，即改善学校氛围有助于留住教师，但也为完全关注学校氛围提供了一个警示故事;阻止教师流动可能需要解决更大的经济力量（例如，临时工作的全球趋势）和更阴险的社会力量，如结构性种族主义和不平等。
Background: To stem the tide of teacher turnover and prevent shortages, teacher turnover interventions and policies often focus on new and novice teachers because evidence suggests that teacher turnover is particularly high among these teachers. In addition, researchers continue to investigate the root causes of the high teacher turnover observed in many low-income, high-minority schools and whether this is due more to school demographics or poor working conditions. Purpose: This article examines New York City Teaching Fellows (NYCTF) teachers’ risk of leaving their first school in their first 9 years. It both describes the patterns in leaving and examines how school demographics and school climate predict these leaving patterns. Participants: The study follows 608 teachers: two cohorts of secondary mathematics NYCTF teachers who entered the classroom in New York City in 2006 or 2007. Research Design: This is a quantitative study of survey and retention data that were collected as part of a longitudinal research project on NYCTF mathematics teachers. Data Analysis: We use an event history analysis (including a life table and hazard function graphs) to describe patterns in teachers’ timing of leaving their first school. We also use a discrete time hazard model to estimate the relative relationships between the predictors of interest (school demographics and school climate) and teacher turnover. Results: The findings from this study provide evidence against the general hypothesis in the field that teachers leave their first schools at the highest rate during their first 1 to 3 years. Second, we also found that the turnover of alternatively certified teachers who began in low-income, high-minority urban schools was driven by both student demographics and school climate conditions, including teacher collegiality and student behavior. Third, we found evidence to support our hypothesis that teachers’ individual perceptions of their school environment are stronger drivers of their turnover compared with the perceptions of their colleagues. Conclusion: The results from this study add to our understanding about the timing of teacher turnover among secondary mathematics NYCTF teachers, illustrating that teacher turnover may remain higher later in beginning teachers’ careers than currently assumed. This suggests that teachers in Years 3 to 5 in their careers may be good targets for supports. Our findings support the theory that improving school climate can help retain teachers but also provide a cautionary tale for a complete focus on school climate; stemming teacher turnover may require addressing larger economic forces (e.g., the global trend toward temporary work) and more insidious social forces, such as structural racism and inequality.