Teacher Working Conditions, Teacher Commitment, and School Choice

• In Event: Organizing Charter Schools for Success: The Role of Authorizers, Leaders, and Teachers

Abstract

As one of the most prominent developments in elementary and secondary education reform in the US since the 1990s, charter schools have been widely advocated to utilize market incentives to improve student achievement. Although the assumption is that charter schools tend to have highly committed teachers because of their favorable organizational conditions and better teacher-school match, it remains an open question in need of empirical research. In this study, I propose to use the 2007-2008 School and Staffing Survey (SASS) data on public school teachers to examine teacher commitment in charter and traditional public schools and explore how the differences are associated with choice and organizational conditions in these two types of schools.

Author

• Yongmei Ni, University of Utah