Professional Development and Teacher Attrition: Differences Between Beginning and Moderately Experienced Teachers
This paper explores the relationship between professional development and the attrition rates of first to fifth year teachers. Using data from the public-use 1999-2000 Schools and Staffing and the 2000-2001 Teacher Follow-up Surveys, I examine the effects of nine commonly provided categories of professional development services. I hypothesize that these services may have different impacts for third to fifth year teachers than for first and second year teachers. I theorize that services that focus on building more advanced teaching skills, including content knowledge and content-specific techniques will be associated with a larger effect on the attrition rates of third to fifth year teachers, while services that build basic teaching skills will be associated with a greater impact on the attrition rates of first and second year teachers. I find that many of the nine categories of services are not associated with statistically significant effects on the attrition rates of first to fifth year teachers. However, I do find that three of the services are associated with significant impacts and that mentoring is associated with different effects for first and second year teachers than for third to fifth year teachers. Suggestions for further research are discussed.
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How teachers' perceptions of professional preparedness relate to teacher retention : comparing traditionally and alternatively prepared teachers Kinne, Madonna Amaris. (Georgetown University, 2011)
Short, Kathryn Anne (Georgetown University, 2012)This paper examines the effect of administrator attitudes toward professional development on teacher outcomes, independent of the mode and quantity of professional development. Although research has established that ...
Reno, Amy (2007-04-13)In 1996, the National Commission on Teaching and America's Future proposed the creation of stable, high-quality sources of professional development (NCTAF, 1996). Schools and districts encourage teachers to engage in ...