Working Paper : Project on the Next Generation of Teachers Teacher Turnover in High-Poverty Schools : What We Know and Can Do
Working Paper : Project on the Next Generation of Teachers Teacher Turnover in High-Poverty Schools : What We Know and Can Do
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工作文件：下一代教师项目 高贫困学校教师流动率：我们所知道和能做的
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Susan Johnson
中科院分区：
文献类型：
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作者：
Nicole Simon;Susan Johnson
在为大量低收入的有色人种学生服务的学校里，是什么导致了教师的高流动率？选择离开这类学校的教师通常会转到为更富裕、白人学生服务的学校，这导致一些研究人员得出结论，教师对与贫穷、少数民族学生一起工作感到不满。在这里，我们提出了另一种解释-一个基于组织理论。我们回顾了最近六项研究的证据，这些研究共同表明，离开高贫困学校的教师并不是为了逃离学生，而是为了逃离恶劣的工作条件，这使得他们很难教书，学生也很难学习。总之，这些研究发现，教师最看重的工作条件，也是最能预测他们满意度和保留率的工作条件，本质上是社会性的。它们包括学校领导，学院关系和学校文化的元素。我们讨论了什么是已知的这些因素，以及如何支持教师的工作。最后，我们对那些寻求稳定这些学校人员编制的人提出了建议。
What fuels high rates of teacher turnover in schools that serve large numbers of low-income students of color? Teachers who choose to leave such schools usually transfer to schools serving wealthier, whiter student populations, leading some researchers to conclude that teachers are dissatisfied working with poor, minority students. Here we present an alternative explanation— one grounded in organizational theory. We review evidence from six recent studies, which collectively suggest that teachers who leave high-poverty schools are not fleeing their students, but rather the poor working conditions that make it difficult for them to teach and their students to learn. Together, these studies find that the working conditions teachers prize most—and those that best predict their satisfaction and retention—are social in nature. They include school leadership, collegial relationships, and elements of school culture. We discuss what is known about these factors and how each supports teachers' work. We conclude with recommendations for those who seek to stabilize the staffing in these schools.