Teacher Mobility and Contextual Factors: The Case of Michigan High Schools

• In Event: 106 - Open Refereed Roundtable Session I
  In Refereed Roundtable: A. Table 03. Education and Teachers

Abstract

In studying teacher mobility, educational sociologists often focus on what is occurring within schools; however, it is equally important to consider the larger context in which schools are situated, and the impact this may have on teacher turnover. This study addresses the role of contextual factors on teacher turnover within and between school years. Using eight year of Michigan state-wide data, two specific contextual factors are examined: a state-wide curriculum change and the recent economic recession. Results show that while the recent recession is related to higher rates of teacher mobility, following the announcement of statewide curricular change, teacher mobility rates also increased. Factors related to teacher mobility are contingent upon the locale of the school; the recession was significantly related to teacher mobility rates for schools in towns and rural areas, yet this was not the case in urban and suburban areas where curricular reform was more significantly related to teacher mobility. We also find surprising rates of within school year mobility. Given the implications of these findings, we conclude by discussing the potential consequences of not considering locale contextual factors in estimating teacher mobility.

Authors

• Elizabeth Covay Minor, Michigan State University

• Guan K. Saw, Michigan State University

• Kenneth A. Frank, Michigan State University

• Barbara L. Schneider, Michigan State University