Nationwide, the average yearly turnover rate in education can reach 30% or more (Thomas & Hammond, 2017).
Each state experiences teacher supply and demand differently.
Based on the evidence available, the emerging teacher shortage is driven by four main factors:
• A decline in teacher preparation enrollments,
• District efforts to return to pre-recession student-teacher ratios,
• Increasing student enrollment, and
• High teacher attrition.
No Child Left Behind (NCLB)
Every Student Succeeds Act (ESSA)
QUESTIONS FOR EXAMINATION
Purpose and Research Questions
1. What factors influence inexperienced teacher to leave the classroom?
2. Is there a connection between teacher turnover rates and region?
The purpose of the study is to examine possible factors related to teacher turnover.
TEACHER FOLLOW-UP SURVEY
Public data from the TFS
*Inexperience (1-2 years)
*Inexperience in low-minority schools
*Inexperience in high-minority schools
Description of Sample and Data Collection
K-12 public school teachers
Schools and Staffing Survey
Includes: leavers, stayers and movers
Conducted to determine if the region resulted in different rates of teacher turnover.
Conducted to determine the significance of teacher turnover in relation to salary, inexperience, inexperience teachers in high-minority schools and low-minority schools.
Independence of observation
Homogenity of variances (did not meet)
DV measured at interval level
No perfect multicollinearity
Predictors not correlated with external measures
Normally distributed errors
Independence of observation
Teacher turnover rate is highest in the west at 15.51%
Northeast had the lowest turnover rate at 10.13%
F(3, 49)= 5.496, p=.003
As a result, we can infer that there are statistically significant differences between teacher turnover rates when compared regionally. The researcher would need to reject the H0 to assert that there is a difference between these groups.
Post Hoc Tukey Test
There are statistically significant differences in means of teacher turnover in the northeast compared with the south with p-values of .003 and northeast and the west revealing p-values of .005
F(4, 49)=2.62, p=.047, = .19, meaning that there is a statistically significant relationship in these data, as a group.
Together, salary, inexperience, inexperience in high-minority schools, and inexperience in low minority schools can predict 18.9% of teacher turnover.
When analyzing the coefficients separately, there was not statistical significance. The best predictor of teacher turnover is inexperience (b=.402).
26.38% of the variability in teacher turnover can be explained by the region.
R and R2 were determined. R=.435 and R2 = .189, meaning that these independent variables explain 18.9% of the variance in teacher turnover rate.
Findings from the study rejected the null hypothesis in support of an increase in teacher turnover when comparing regions; specifically the northeast with the south and the northeast with the west.
The multiple regression analysis was statistically significant, p=0.47. Together, the variables predicted 18.9% of teacher turnover. Individually, none of the variables produced statistically significant results. Based on the starndaridzed beta values, the highest precitor of teacher turnoverwas inexperiences.
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