Attracting and retaining teachers can be an important ingredient in improving low-performing schools. In this study, we estimate the expressed preferences for teachers who have worked in low-performing schools in Tennessee. Using adaptive conjoint analysis survey design, we examine three types of school attributes that may influence teachers’ employment decisions: fixed school characteristics, structural features of employment, and malleable school processes. We find that teachers express a strong preference for two malleable school processes, administrative support and discipline enforcement, along with a higher salary, a structural feature. Estimates indicate these attributes are 2 to 3 times more important to teachers than fixed school characteristics like prior achievement. We validate our results using administrative data on teachers’ revealed preferences.

吸引和留住教师可能是改善表现欠佳的学校的重要因素。在这项研究中，我们估计了在田纳西州表现不佳的学校工作的教师的偏好。使用自适应联合分析调查设计，我们研究了三种可能影响教师就业决策的学校属性：固定的学校特征，就业的结构特征和可延展的学校程序。我们发现，教师对两种可延展的学校程序，行政支持和纪律执行，以及较高的薪水（结构性功能）表示强烈偏好。估计表明，这些属性对教师来说比固定的学校特征（例如先前的成绩）重要2至3倍。