School Conditions and Supports Affecting Beginning Math Teacher Turnover

• In Event: Developing Content Area Pedagogy During Induction: Studies of New Math, Science, and Language Arts Teachers

Abstract

This study uses data from a National Science Foundation (NSF)-funded study of beginning mathematics teachers. In this analysis we examine why teachers leave the teaching profession, move to different schools, or stay in the same school after their first year of teaching. , Preliminary findings suggest teachers are more likely to stay if their school has a strong professional community, good administrative support and high-quality formal mentoring; they are less likely to stay if they perceive students to be a barrier to their teaching.

Authors

• Laura Neergaard, Vanderbilt University

• Alfred Christopher Dunn, Vanderbilt University

• Thomas M. Smith, Vanderbilt University

• Laura M. Desimone, University of Pennsylvania