Running head: TEACHER RETENTION
Teacher Retention
Annotated Bibliography & Outline
Monica Tucker
TEACHER RETENTION
Teacher Retention
Annotated Bibliography:
Keywords/search terms used: teachers, teacher motivation, performance pay, merit
pay, achievement gaps
Databases searched: JFL Library
Years searched:2015-present
Article 1 Reference:
Shifrer, D., Turley, R. L., & Heard, H. (2017). Do Teacher Financial Awards Improve
Teacher Retention and Student Achievement in an Urban Disadvantaged School
District? American Educational Research Journal, 54(6), 1117–1153.
Abstract:
The purpose of this study was to contribute to the existing literature on teacher retention. It
specifically looked at how the effects of an award for performance incentivizes teachers in
areas servicing disadvantaged students. The study focused on seeing if these financial awards
for teachers ended up benefiting students in the area of their achievement gains. This study
was conducted in a school district of core teachers grades 3-8 and used all of the schools in
TEACHER RETENTION
that district from 2009-2011. The participants included 200,000 students, 12,000 teacher and
300 schools. The data collection methods for the study included an analysis plan where the
researchers compiled all the data of student performance and use regression discontinuity
techniques (D.S. Lee and Lemieux 2010) between the award receipt and the outcome of that
teachers scores. The study found that in this case the effect of receiving such a small financial
reward did not seem to have a consistent positive effect on teachers in the district studied. The
limitations of the study were that it was only one district and the findings can not be
generalized to other schools. The researchers recommend that in the future more studies need
to be done on teacher retention based off the size of the award given to the teachers.
Article 2 Reference:
Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective Teacher Retention
Bonuses: Evidence From Tennessee. Educational Evaluation and Policy Analysis,
38(2), 199–
Abstract:
The purpose of this study was to see if a $5,000 bonus program for effective teachers helped to
curb teacher retention in Tennessee's priority schools. The research design was a quali-
experimental evaluation done in Tennessee. The study’s participants included qualifying
schools and teachers in Tennessee who were a part of the bonus program,. The sample,
TEACHER RETENTION
therefore, included all the teachers working in Priority schools in Tennessee during the 2012-
2013 school year. 82 priority schools qualified and 2,005 teachers participated. Data sources
for this study included administrative data collected through the study years of 2011-2014.
Researchers also used information from the Tennessee’s online teacher evaluation system. To
analyze this data, researchers compiled the data and used graphical evidence to show the effect
of the bonus on teacher retention. The findings of the study were that there was no significant
effect over all on teacher retention. The study did find that teachers who are in tested subjects
such as English and Math who received retention bonuses were 20% more likely to continue
teaching in a Priority School when compared to teachers teaching the same subjects who did
not achieve student performance high enough to receive the bonus. The limitations of the
study included the late timing of implementation of the principals to take advantage of the
program and the rules regarding the distribution of the bonuses. The recommendations for
future research include further studies conducted on the effect of working conditions and
incentives have on teacher retention.
Article 3 Reference:
Farinde-Wu, A., & Fitchett, P. G. (2018). Searching for satisfaction: Black female teachers’
workplace climate and job satisfaction. Urban Education, 53(1), 86-112.
doi:10.1177/0042085916648745
Abstract:
The purpose of this study was to evaluate Black female teacher’s job satisfaction. The
participants included national representations of Black female teachers. The sample consisted
TEACHER RETENTION
of 970 Black female teachers teaching in urban schools across the nation. The study used a
cross-sectional research design and used data from the Common Core and a staff survey
conducted by the Department of Education. The study found that positive student behavior,
support from leadership and building principals, and support from other staff members all
contributed to Black female teacher’s job satisfaction. Additionally, the study found that Black
female teachers are more likely to continue teaching in urban schools than White female
teachers. Black female teachers reported a higher level of job satisfaction when teaching at
urban schools as opposed to charter schools or private schools. The limitations of the survey
are that the study was restricted to a single-level analysis because of the way the data is
collected by the Department of Education. The recommendations for future research are to
examine the job satisfaction of Black female teachers specifically in charter schools.
Article 4 Reference:
Tray Geiger & Margarita Pivovarova (2018) The effects of working conditions on teacher
retention, Teachers and Teaching, 24:6, 604-
625, DOI: 10.1080/13540602.2018.1457524
Abstract:
The purpose of this study is to analyze the reasons why teachers are leaving schools. The
setting of this study was Arizona and the participants included over 1,400 teachers from 37
public schools in various districts throughout Arizona during the 2010-2014 school years. All
37 schools in the study were classified as “high needs” Title I schools. All schools were a part
of a merit pay program where teachers were paid a stipend for high performance in the hopes
of retaining effective teachers. Two data sources were used: a survey on the teacher’s
TEACHER RETENTION
perceived working conditions at their given school and data retrieved through Arizona’s state
system on teacher’s receiving the increased pay for effectiveness. The researchers used
qualitative analysis to compare the retention rates between schools where teachers felt their
work conditions were positive with the level of teacher retention at those schools. The results
found that mentoring was important in teacher’s decision to stay at their schools and
additionally school morale and school leadership were other areas teachers indicated as an area
that was important to their decision for staying or leaving a school. The limitations of this
research were that it did not and could not provide any causal evidence of the effect of
working conditions on teacher retention rates. Additionally, it was only Arizona schools
studied so the results cannot be generalized to other areas. The recommendations for future
research are that there needs to be more studies done evaluating the effects of positive working
conditions and professional development opportunities on teacher retention.
Article 5 Reference:
Jane Perryman & Graham Calvert (2019) WHAT MOTIVATES PEOPLE TO TEACH, AND
WHY DO THEY LEAVE? ACCOUNTABILITY, PERFORMATIVITY AND
TEACHER RETENTION, British Journal of Educational
Studies, DOI: 10.1080/00071005.2019.1589417
Abstract:
The purpose of this study was to explore what originally motivated teachers to teach and the
TEACHER RETENTION
reasons why they left teaching or if they will consider leaving in the future.
The data for this study was collected using an online survey that allowed the participants to
reflect on their decisions. Participants included 1200 teachers and the sample had various
types of teachers including elementary, secondary, and high school teachers. The sample also
had a variety of genders and races across the participant list.
Bivariate and multivariate statistical analysis were used to analyze the study's findings. The
study found that almost 85% of teachers felt that the teaching workload was the most
demanding part of the job. Many teachers cited this as a possible reason for leaving or thought
of leaving. The limitations of this study include that the research method being a interview the
response is only limited to the people who felt like they had something to say. The
implications for future research is that we need more research in this area to specifically
identify areas which contribute to teacher retention.
TEACHER RETENTION
Article 6 Reference:
Colson, T. L., & Satterfield, C. (2018). The effects of strategic compensation on teacher
retention. Power and Education, 10(1), 92–104.
https://doi.org/10.1177/1757743818758782
Abstract:
The purpose of this study was to examine teacher compensation on the retention of teachers in
hard-to-staff areas. The setting of the study was Tennessee where the state has a compensation
plan based off of performance pay for teachers. The researchers in this study used a
quantitative quasi-experimental research approach. The researchers used the district’s TVAAS
data to determine the role that monetary compensation play in the retention of highly effective
teachers. The data was compiled over several years from 2011 to 2015. The school setting was
a small rural school district and the participants included 134 teachers in the small school
district. The study’s findings were inconclusive. Overall the study found that the rate of highly
effective teachers who participated in the compensation plan did not leave teaching with a
higher rate than teachers who were highly effective but not in the program. The limitations of
the study are that they are not generalizable to other schools. More studies need to be
conducted to identify what level of teacher compensation increases teacher performance and
additionally teacher retention.
TEACHER RETENTION
Article 7 Reference:
Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student
achievement. American Educational Research Journal, 50(1), 4-36.
doi:10.3102/0002831212463813
Abstract:
The purpose of this study was to evaluate the effects of teacher retention on student
performance. It identifies ways to keep the best teachers in the classroom and discusses why
teachers leave and how to keep the most effective teachers teaching. The setting of this study
was New York City fourth and fifth grade classrooms. The study focused on about 850,000
fourth and fifth grade students throughout New York elementary schools over the 2001-2010
school years. The study used regression models and fixed effect models to analyze the data.
The research team used test data of students and teachers over the 8-year period to determine
if there was a correlation between test scores and the student’s teacher. The results of the study
suggest that students of teachers who have high turnover rates in a grade level perform poorly
compared to years when there was no teacher turnover. The study also found that teacher
turnover negatively impacts the achievement of low-performing schools and schools with
large populations of black students. The limitations of the study include that it does not
identify which parts of teacher turnover negatively affect students. More research needs to be
TEACHER RETENTION
done to see why students are negatively impacted by teacher turnover.
Article 8 Reference:
Kraft, M. A., Marinell, W. H., & Shen-Wei Yee, D. (2016). School organizational contexts,
teacher turnover, and student achievement: Evidence from panel data. American
Educational Research Journal, 53(5), 1411-1449. doi:10.3102/0002831216667478
Abstract:
The purpose of this study was to identify the relationship between teacher turnover and student
achievement. The setting of the study was New York City middle schools. Researchers used a
survey to capture the opinions of middle school teachers across the New York area from 2006
to 2012 school years. The researchers also used student assessment data in math and English
as the basis for student outcomes. 31,000 teacher responses were analyzed and were coded on
a 4-point Likert scale. The study found that when schools strengthen the culture and their
TEACHER RETENTION
organization as a whole, teachers are more likely to return the following year. Furthermore,
student achievement and teacher turnover go hand-in-hand. The study found that teacher
satisfaction and student achievement have a small correlation. The limitations of this study are
that the method of the study does not account for differences between the student and teacher
when the results were analyzed. The recommendations for future research include developing
a set of school context measures and to invest in efforts to enhance the clarity of surveys to
capture information about school climate and culture.
Article 9 Reference:
Thibodeaux, Amy K., et al. "The effects of leadership and high-stakes testing on
teacher retention." Academy of Educational Leadership Journal19.1 (2015):
227+. Business Insights: Global. Web. 17 Sept. 2019.
Abstract:
The purpose of this study was to evaluate the effect that leadership and high stakes testing
environments have on teacher retention. The setting of this study was eight school districts in
the coastal region of the United States. The participants included 501 teachers in subject areas
that were tested by their state and teachers who taught in subject areas not tested by their state.
The researchers collected data from a survey that was given to the teachers across the eight
schools. The study found that teachers felt that administrators place more pressure on teachers
who teach subjects that are tested by their state. Most teachers also indicated that high-stakes
testing is one of the reasons why teacher’s burnout. The study also found that leadership was a
TEACHER RETENTION
big factor in if the teacher decided to stay in the profession. The limitations of the study are
that the method of data collection being a survey lends to some irregularities. The
recommendations for future research are that more research needs to be conducted on why
teachers decide to leave the profession.
Article 10 Reference:
With, M. L. (2017). Are Teachers Increasingly Leaving the Profession?. Professions and
Professionalism, 7(2), e1723. https://doi.org/10.7577/pp.1723
Abstract:
The purpose of this study was to examine the trends of teacher retention. The study was set in
Norway and the data method was the data given by the state to determine the trends of teacher
retention over the years. The researchers used Poisson regression to decode the data. The study
found that current attrition from teaching in recent years is higher than cohorts graduating in
the 1980s. The limitations of the study were that it was analytical in nature and does not
examine every facet of teacher attrition. The researchers conclude by saying future research is
needed to show the relationship between motivation to become and teacher and job
TEACHER RETENTION
engagement.
TEACHER RETENTION
Teacher Retention
Outline
Teacher Retention
Teacher Retention & Urban Schools
Tray Geiger & Margarita Pivovarova (2018) The effects of working conditions on teacher
retention, Teachers and Teaching, 24:6, 604-625, DOI: 10.1080/13540602.2018.1457524
Teacher Retention & High-Stakes Testing
Kraft, M. A., Marinell, W. H., & Shen-Wei Yee, D. (2016). School organizational contexts,
teacher turnover, and student achievement: Evidence from panel data. American
Educational Research Journal, 53(5), 1411-1449. doi:10.3102/0002831216667478
Teacher Retention & Leadership
Thibodeaux, Amy K., et al. "The effects of leadership and high-stakes testing on teacher
retention." Academy of Educational Leadership Journal19.1 (2015): 227+. Business
Insights: Global. Web. 17 Sept. 2019.
Teacher Retention & Pay Incentives
Teacher Retention & Pay Increase
TEACHER RETENTION
Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective Teacher Retention Bonuses:
Evidence From Tennessee. Educational Evaluation and Policy Analysis, 38(2), 199–
Effects of Pay Increase on Teacher Retention
Shifrer, D., Turley, R. L., & Heard, H. (2017). Do Teacher Financial Awards Improve
Teacher Retention and Student Achievement in an Urban Disadvantaged School District?
American Educational Research Journal, 54(6), 1117–1153.
Pay Increase & Student Achievement
Jane Perryman & Graham Calvert (2019) WHAT MOTIVATES PEOPLE TO TEACH, AND
WHY DO THEY LEAVE? ACCOUNTABILITY, PERFORMATIVITY AND TEACHER
RETENTION, British Journal of Educational
Studies, DOI: 10.1080/00071005.2019.158941
Teacher Retention & Student Achievement
Teacher Turnover and Student Achievement
Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student
achievement. American Educational Research Journal, 50(1), 4-36.
TEACHER RETENTION
doi:10.3102/0002831212463813
Teacher Turnover and High-Stakes Testing
Thibodeaux, Amy K., et al. "The effects of leadership and high-stakes testing on teacher
retention." Academy of Educational Leadership Journal19.1 (2015): 227+. Business
Insights: Global. Web. 17 Sept. 2019.
Effect of Teacher Turnover on Student Achievement
Shifrer, D., Turley, R. L., & Heard, H. (2017). Do Teacher Financial Awards Improve
Teacher Retention and Student Achievement in an Urban Disadvantaged School District?
American Educational Research Journal, 54(6), 1117–1153.
TEACHER RETENTION
References
Colson, T. L., & Satterfield, C. (2018). The effects of strategic compensation on teacher
retention. Power and Education, 10(1), 92–104.
https://doi.org/10.1177/1757743818758782
Farinde-Wu, A., & Fitchett, P. G. (2018). Searching for satisfaction: Black female teachers’
workplace climate and job satisfaction. Urban Education, 53(1), 86-112.
doi:10.1177/0042085916648745
Hill, Andrew J, and Jones, Daniel B. “The Impacts of Performance Pay on Teacher Effectiveness
and Retention: Does Teacher Gender Matter?” The journal of human resources. (2018): n.
pag. Web.
Jane Perryman & Graham Calvert (2019) WHAT MOTIVATES PEOPLE TO TEACH, AND
WHY DO THEY LEAVE? ACCOUNTABILITY, PERFORMATIVITY AND
TEACHER RETENTION, British Journal of Educational
Studies, DOI: 10.1080/00071005.2019.1589417
Kraft, M. A., Marinell, W. H., & Shen-Wei Yee, D. (2016). School organizational contexts,
teacher turnover, and student achievement: Evidence from panel data. American
Educational Research Journal, 53(5), 1411-1449. doi:10.3102/0002831216667478
Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student
TEACHER RETENTION
achievement. American Educational Research Journal, 50(1), 4-36.
doi:10.3102/0002831212463813
Shifrer, D., Turley, R. L., & Heard, H. (2017). Do Teacher Financial Awards Improve Teacher
Retention and Student Achievement in an Urban Disadvantaged School District?
American Educational Research Journal, 54(6), 1117–1153.
https://doi.org/10.3102/0002831217716540
Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective Teacher Retention
Bonuses: Evidence From Tennessee. Educational Evaluation and Policy Analysis, 38(2),
199–221. https://doi.org/10.3102/0162373715609687
Thibodeaux, Amy K., et al. "The effects of leadership and high-stakes testing on teacher
retention." Academy of Educational Leadership Journal19.1 (2015): 227+. Business
Insights: Global. Web. 17 Sept. 2019.
Tray Geiger & Margarita Pivovarova (2018) The effects of working conditions on teacher
retention, Teachers and Teaching, 24:6, 604-625, DOI: 10.1080/13540602.2018.1457524
