Associations Between Elementary School Teachers Job Retention and Student Academic and Social-Emotional Outcomes (Poster 2)

• In Event: AERA Poster Session Seven
  In Poster Session: Contemporary Perspectives in Human Development

Abstract

Little is known about the relations between teachers’ desire to quit and students’ academic and social-emotional outcomes. Using a cross-sectional sample, the current study employs multilevel structural equation modeling to test direct and indirect associations between teachers’ (N=56) desire to quit and students’ (N=467) academic and social-emotional outcomes. Teachers who expressed a higher desire to quit also reported higher student emotional problems (β=.19, p<.05) and social anxiety (β=.14, p<.05). Further, an indirect association between teacher desire to quit and lower academic engagement was found through emotional problems (β=-.07, p<.05) and social anxiety (β=-.06, p<.05). Findings have important implications for understanding how teacher retention may impact students' social-emotional, and academic outcomes.

Authors

• Graceson L. Clements, University of North Carolina - Chapel Hill
  Presenting Author

• Alberto Valido Delgado, University of North Carolina - Chapel Hill
  Presenting Author

• Luz Robinson, University of North Carolina - Chapel Hill
  Non-Presenting Author

• Dorothy L. Espelage, University of North Carolina - Chapel Hill
  Non-Presenting Author

• Ashley Woolweaver, University of North Carolina - Chapel Hill
  Non-Presenting Author

• Anne Drescher, University of North Carolina - Chapel Hill
  Non-Presenting Author

• Katie Graves, University of Missouri - Columbia
  Non-Presenting Author

• America El Sheikh, University of Florida
  Non-Presenting Author

• Tracey Kenyon Milarsky, University of Missouri
  Non-Presenting Author

• Chad Allen Rose, University of Missouri
  Non-Presenting Author