In a national survey of teachers regarding reasons
for teacher dissatisfaction, Ingersoll (2001b) found that poor administrative support (60.1 percent) and lack of faculty influence (42.6 percent) were the leading factors for dissatisfaction in high - poverty urban schools.
Not exact matches
Of course, whether educational preferences based on demographics or
dissatisfaction with existing school performance manifest themselves in support
for charter schools depends on other circumstances as well: notably, the political power of opponents to charter schools, the most prominent opponents being
teachers unions; and the degree of school choice already available to parents.
The ways
teacher dissatisfaction is captured, like in the IES staffing surveys, is mostly from a self - interested position, rather than giving them the space to express concern
for students or about being stewards of the profession.
Teachers who left their districts did so
for a variety of reasons, including retirement, to teach elsewhere, family relocation, or
dissatisfaction with teaching, among other categories.
Accountability pressures focused on test preparation and leading to sanctions comprised the most frequently cited area of
dissatisfaction, listed by 25 % of
teachers who left.LPI analysis of the
Teacher Follow - Up Survey (TFS), 2013, from the Schools and Staffing Survey, National Center
for Education Statistics.
Pre-retirement attrition accounts
for the largest share of turnover — and most of the
teachers who leave before retirement list
dissatisfactions with teaching conditions as their major reasons.
His dissertation on the origins of
teacher turnover and
dissatisfaction was nominated
for a Carnegie Award
for Distinguished Education Dissertation.
An analysis of the 2012 - 13
Teacher Follow - up Survey by Richard Ingersoll at the University of Pennsylvania found that 66 percent of
teachers cited
dissatisfaction with school administration as motivation
for leaving their schools.
The Occupy the DOE events reflect educators» mounting frustrations with education policy and practice that doesn't appear to take their views and expertise into account (see the Report Roundup in this issue
for more on
teachers» increasing job
dissatisfaction).
In educational research, this overcrowding is seen as the root cause
for failed schools as well as
teacher dissatisfaction.
More than half of the 56,000 minority
teachers who left the profession during the 2004 - 05 school year reported job
dissatisfaction or a new job or career as the reason
for leaving, according to federal data.
Center
for Teaching Quality CEO Barnett Berry tackles a report that describes
teachers»
dissatisfaction with lack of autonomy in their work.
But while NEA officials and
teachers say they strongly support Obama
for a second term, there is widespread
dissatisfaction among
teachers about federal education policies — especially concerning Obama's promotion of charter schools, and accountability policies that they say unfairly penalize
teachers.
Compounding the uncertainty around PEIA is
teachers» perhaps deeper
dissatisfaction with how much West Virginia's political and judicial branches value the quality of their work, and in turn the long - term prospects
for the state's young people — concerns that resonate with educators across the United States.
Charter school
teachers were also more likely than their district counterparts to cite a desire
for a better salary and benefits package or
dissatisfaction with the school as reasons
for changing schools or leaving teaching altogether.
Macdonald (1999) in reviewing the literature on
teacher attrition identified a number of sources of
dissatisfaction for beginning
teachers that included «student management, lesson planning, alienation, isolation, denigration of personal interests and dependence on outside opinion and observation» (p. 841).
Conversely, poor salary was the leading factor
for dissatisfaction in low - poverty suburban schools (61.1 percent) with administrative support (30.1) and faculty influence (14.3) proving less significant
for suburban
teachers than their urban counterparts.
Among the most prominent reasons minority
teachers gave
for leaving or moving were the desire to obtain a better job or career, or
dissatisfaction with some aspect of their teaching job.
The amount of turnover accounted
for by retirement is relatively minor when compared to that associated with other factors, such as
teacher job
dissatisfaction and
teachers pursuing other jobs.
1 —
Teachers express dissatisfaction with their school or may be detached from the problems of their school without taking responsibility for implementing change, teachers express low to moderate satisfaction with the school adminis
Teachers express
dissatisfaction with their school or may be detached from the problems of their school without taking responsibility
for implementing change,
teachers express low to moderate satisfaction with the school adminis
teachers express low to moderate satisfaction with the school administration.
As more and more sources claim that «teaching candidates had not been adequately prepared
for» state - mandated tests, the growing sense of
dissatisfaction with traditional
teacher certification programs grows, thus resulting in a diminished interest in teaching from the general public (Harris).
However the above case is decided, there will undoubtedly be lawsuits, union pushback,
teacher dissatisfaction and who - knows - what - else as the various special interests scramble to do what is best
for themselves.
Measures utilized include The
Teacher Social Competence, the Loneliness and Social
Dissatisfaction Questionnaire
for Young Children —
Teacher Version, the Walker - McConnell Scales of Social Competence and School Adjustment, and the Seattle Personality Questionnaire.
While funding is always a challenge
for pioneering programs in education, evidence suggests that investments in SECD pay
for themselves, both in the near term, thanks to reductions in
teacher dissatisfaction and turnover, and over the long term, due to cost - savings associated with reduced criminal activity and health costs as well as increased tax revenue generated by greater numbers of employable adults (Belfield et al., 2015; Heckman & Kautz, 2013).