career teachers
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Teacher turnover is widely understood to be among the most pressing challenges facing the American public education system. Who and where are the mid-career teachers who choose to stay in the profession? Why do they stay? Researchers need to attend to these questions to inform both national dialogue and local actions regarding how to retain and sustain mid-career teachers who positively impact student learning. This quantitative study explored mid-career teachers’ responses to the 2015–2016 National Teacher and Principal Survey to ascertain if certain demographic factors (e.g., race, school location) and school climate and teacher attitudinal factors (e.g., job satisfaction, career pathway and opportunities, support from administrators and/or sources beyond school leaders and colleagues, and influence over school policy) affect a mid-career teacher’s decision to remain in the teaching profession. Findings indicate that mid-career teachers (5 to 20 years of teaching experience) in a secondary setting are significantly more likely to intend to stay in the profession than their peers in an elementary setting, and non-White mid-career teachers (Black/African American, Asian, Native Hawaiian/Other Pacific Islanders, and Native American/Alaskan Native) than their White peers, respectively. Suburban mid-career teachers are more likely to express a desire to remain in the profession than their counterparts in urban, town, and rural settings. Related to the climate and attitudinal factors, mid-career teachers with more positive perceptions of school climate are more likely to remain in the profession. The most important factor in mid-career teacher retention is the teacher’s level of satisfaction with workplace conditions that directly impact teaching.

This qualitative study uses the Job Demands-Resources framework to examine social support and its role in career retention or attrition among Swiss second career teachers (SCTs). In many countries, including Switzerland, great efforts are made to bring professionals from other occupational fields into teaching. As a result, the number of SCTs is growing, as are speculations about their skills, resources, and career persistence. A qualitative content analysis of 23 semi-structured interviews shows that support from colleagues and principals is a crucial job resource for SCTs, but seems to be positively associated with work engagement and career retention only if it is offered in forms that are sensitive to SCTs’ own needs and skills. Implications for SCT training and job induction are discussed.

AbstractAlthough strong references to expertise in different theoretical approaches to teacher noticing have been made in the last decades, empirical knowledge about the development of teacher noticing from novice to expert level is scarce. The present study aims to close this research gap by comparing three different groups of mathematics teachers with different degrees of professional teaching experience—pre-service teachers at the master’s level, early career teachers, and experienced teachers—using data sampled in the frame of the research program from the Teacher Education and Development Study in Mathematics (TEDS-M). Furthermore, the construct of teacher noticing is assessed in a differentiated way by analyzing different noticing facets. Findings confirm that three facets of teacher noticing can be empirically distinguished—perception of important classroom events, their interpretation, and decisions regarding further developments. The results reveal a considerable increase in professional noticing between master’s students and practicing teachers. However, in contrast to other studies, among examples from East Asia, a stagnation or decrease in professional noticing between early career teachers and experienced teachers could be observed. Overall, the study highlights the cultural dependency of expertise development regarding teachers’ noticing.

Abstract Economic downturns can cause major funding shortfalls for U.S. public schools, often forcing districts to make difficult budget cuts, including teacher layoffs. In this brief, we synthesize the empirical literature on the widespread teacher layoffs caused by the Great Recession. Studies find that teacher layoffs harmed student achievement and were inequitably distributed across schools, teachers, and students. Research suggests that specific elements of the layoff process can exacerbate these negative effects. Seniority-based policies disproportionately concentrate layoffs among teachers of color who are more likely to be early career teachers. These “last-in first-out” policies also disproportionately affect disadvantaged students because these students are more likely to be taught by early career teachers. The common practice of widely distributing pink slips warning about a potential job loss also appears to increase teacher churn and negatively impacts teacher performance. Drawing on this evidence, we outline a set of policy recommendations to minimize the need for teacher layoffs during economic downturns and ensure that the burden of any unavoidable job cuts does not continue to be borne by students of color and students from low-income backgrounds.