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Teacher turnover and undersupply: A ...

Keesler, Venessa Ann.

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Teacher turnover and undersupply: A school organizational analysis.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teacher turnover and undersupply: A school organizational analysis./
作者:	Keesler, Venessa Ann.
面頁冊數:	280 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0145.
Contained By:	Dissertation Abstracts International72-01A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3435192
ISBN:	9781124338101

Teacher turnover and undersupply: A school organizational analysis.
Keesler, Venessa Ann.

Teacher turnover and undersupply: A school organizational analysis. - 280 p.

Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0145.

Thesis (Ph.D.)--Michigan State University, 2010.

This dissertation investigates the three components of teacher labor supply in the state of Michigan: teacher demand, teacher supply and retention, and teacher undersupply. These factors of teacher labor supply are considered as organizational characteristics of schools. In the first study, school-and subject-specific teacher demand to meet a specified set of graduation requirements was estimated using a formula I developed. This formula is tested under varying assumptions, and a revised formula is produced. The key finding from this study is the importance of using a projected enrollment estimate when calculating demand.

ISBN: 9781124338101Subjects--Topical Terms:

626654
Education, Sociology of.

Teacher turnover and undersupply: A school organizational analysis.
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500 $a Adviser: Barbara Schneider.
502 $a Thesis (Ph.D.)--Michigan State University, 2010.
520 $a This dissertation investigates the three components of teacher labor supply in the state of Michigan: teacher demand, teacher supply and retention, and teacher undersupply. These factors of teacher labor supply are considered as organizational characteristics of schools. In the first study, school-and subject-specific teacher demand to meet a specified set of graduation requirements was estimated using a formula I developed. This formula is tested under varying assumptions, and a revised formula is produced. The key finding from this study is the importance of using a projected enrollment estimate when calculating demand.
520 $a The second and most critical study focuses on school-level teacher retention. Using multilevel modeling and propensity score matching, the relationship between school-level teacher retention and student achievement and mobility is studied. This analysis finds that although high school-level teacher retention has a positive relationship with student achievement, this can be explained when including other covariates. However, high school-level teacher retention impacts student mobility, where students in schools with high school-level teacher retention are less likely to change schools. As student mobility is an important predictor for student achievement, school-level teacher retention impacts student achievement indirectly through the mechanism of student mobility. This finding was supported by the results of the propensity score match, which demonstrates that, when comparing schools with a similar propensity to have high teacher retention, those schools that actually experienced high teacher retention had a decrease in student mobility. In other words, the "treatment" of high teacher retention is effective for decreasing a school's rate of student mobility. These findings were both tested using sensitivity analyses and found to be reasonably robust to the potential impact of unmeasured confounds.
520 $a The final analysis investigates the predictors of teacher undersupply and the impacts of teacher undersupply. This study finds that higher levels of teacher undersupply are related to lower student achievement in mathematics, English language arts, and science. Although the state of Michigan does not have a net undersupply of teachers, this analysis provides evidence that the localized cases of undersupplied schools may struggle to produce student achievement gains due to their undersupplied status.
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