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What Teachers Want: School Factors Predicting Teachers’ Decisions to Work in Low-Performing Schools
American Educational Research Journal ( IF 3.5 ) Pub Date : 2020-06-11 , DOI: 10.3102/0002831220930199
Samantha Viano 1 , Lam D. Pham 2 , Gary T. Henry 3 , Adam Kho 4 , Ron Zimmer 5
Affiliation  

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.



中文翻译:

老师想要什么:学校因素预测教师在表现不佳的学校工作的决定

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。

更新日期:2020-06-11
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