The Relationship Between Teacher Retention and Teacher Quality: A Study Using Hierarchical Logistic Regression

• In Event: Teacher Effectiveness, Retention, and Coaching

Abstract

The current study is situated in one large district that adopted a teacher evaluation system that determined teacher evaluation scores based on multiple measures of teacher quality. We hypothesized the evaluation score would predict teacher retention after controlling for other teacher and school characteristics. We found teacher evaluation scores were a statistically significant predictor of retention (OR=1.04; p < .001). The strongest predictor of teacher retention related to teachers’ perceptions of the school climate (OR=2.27; p < .05) and college-going culture (OR=1.75; p < .05). These findings support that, even after controlling for teacher quality, teachers at schools with a more positive climate and college-going culture have about twice the odds that they will continue teaching the next year.

Authors

• Elizabeth Lynn Adams, Southern Methodist University

• Mitch Barton, Dallas Independent School District

• Betsy Cook, Dallas Independent School District