Is It Enough? Weighing Intrinsic and Extrinsic Rewards in Turnover Decisions of Top Teachers

• In Event: 207 - Section on Sociology of Education Roundtable Session (one-hour).
  In Refereed Roundtable: Table 16. Teacher Hiring and Retention

Abstract

Defining and evaluating teacher quality has been a focus of recent reform efforts in education that aim to reduce racial and socioeconomic achievement gaps, but considerations about maintaining teacher quality are less explored. This study examines a particular group of high-quality teachers, and asks, What particular combinations of intrinsic and extrinsic rewards from teaching influence whether this group of ‘top’ teachers will choose to stay, leave, or transfer from their job? Through surveys and interviews with 40 high-achieving teachers in one southern, urban school district – 20 stayers and 20 leavers – mixed data analysis methods are used. Qualitative Comparative Analysis (QCA) confirms the expected, directly correlated combinations and also reveals a mixture of outcomes based on when teachers have a contradictory ‘bundle’ of both receiving good rewards and lacking other types of rewards. From data, a general teacher typology among high-achieving teachers emerges, such that four major teacher types are identified and described: the Intrinsic Committers, the Extrinsic Acceptors, the Satisfied Stayers, and the Ready Leavers.

Author

• Jennifer Lauren Nelson, Emory University