Stayers and Leavers: Early-Career Teacher Effectiveness and Attrition
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| Title: | Stayers and Leavers: Early-Career Teacher Effectiveness and Attrition |
|---|---|
| Language: | English |
| Authors: | Henry, Gary T., Bastian, Kevin C., Fortner, C. Kevin |
| Source: | Educational Researcher. Aug-Sep 2011 40(6):271-280. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education Elementary Secondary Education High Schools Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Teacher Effectiveness, Faculty Mobility, Beginning Teachers, Public School Teachers, Faculty Development, Reading Achievement, Mathematics Achievement, Elementary School Students, Middle School Students, High School Students |
| Geographic Terms: | North Carolina |
| DOI: | 10.3102/0013189X11419042 |
| ISSN: | 0013-189X |
| Abstract: | Research on teacher development reports significant early-career increases in teacher effectiveness, but the extent to which this is attributable to the development of teachers who persist or to the attrition of less effective teachers is unclear. In this study of novice teachers in North Carolina public schools, the authors investigated the development of teachers' effectiveness during their first five years in the classroom and contrasted the effectiveness of teachers who stayed with that of those who left. Across grade levels, teachers' effectiveness increased significantly in their second year of teaching but flattened after three years. The teachers who left the profession were less effective, on average, than those who stayed at least five years, but this finding is somewhat less consistent than the findings of an initial jump in effectiveness and diminishing returns to on-the-job development. (Contains 2 tables and 3 figures.) |
| Abstractor: | As Provided |
| Number of References: | 29 |
| Entry Date: | 2011 |
| Accession Number: | EJ937282 |
| Database: | ERIC |
| Abstract: | Research on teacher development reports significant early-career increases in teacher effectiveness, but the extent to which this is attributable to the development of teachers who persist or to the attrition of less effective teachers is unclear. In this study of novice teachers in North Carolina public schools, the authors investigated the development of teachers' effectiveness during their first five years in the classroom and contrasted the effectiveness of teachers who stayed with that of those who left. Across grade levels, teachers' effectiveness increased significantly in their second year of teaching but flattened after three years. The teachers who left the profession were less effective, on average, than those who stayed at least five years, but this finding is somewhat less consistent than the findings of an initial jump in effectiveness and diminishing returns to on-the-job development. (Contains 2 tables and 3 figures.) |
|---|---|
| ISSN: | 0013-189X |
| DOI: | 10.3102/0013189X11419042 |
