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    To Leave or Not to Leave: A Population Study Investigating How Compensation and Auxiliary Spending Influence Teacher Turnover in the Commonwealth of Pennsylvania

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    Genre
    Thesis/Dissertation
    Date
    2019
    Author
    Ake-Little, Ethan Stacey
    Advisor
    Jordan, Will J.
    Committee member
    McGinley, Christopher W.
    Klugman, Joshua
    Webber, Douglas (Douglas A.)
    Department
    Urban Education
    Subject
    Education Policy
    Educational Leadership
    Organizational Behavior
    Educational Leadership
    Education Politics and Finance
    Population Data
    State Education Policy
    Survival Analysis
    Teacher Retention
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/525
    
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    DOI
    http://dx.doi.org/10.34944/dspace/507
    Abstract
    Teacher turnover is a well-studied phenomenon, particularly in highly urbanized locales, but not well researched in a state as geographically and demographically diverse as Pennsylvania, which is a composition of two major metropolitan areas combined with smaller urban centers and expansive rural regions. Those retention studies that do exist have been mainly exclusive to the Philadelphia region, with limited research devoted to the remainder of the state. This lack of a comprehensive empirical approach that compares turnover in three distinct settings limits a nuanced understanding of the issue and, in turn, can lead to incomplete policy considerations. This study utilizes Pennsylvania Department of Education data from 2012-2017, which describes the entire public-school workforce in all local education agencies (LEAs), to study how compensation and auxiliary spending (per student spending sans instructional costs) influence teacher turnover using multiple, parallel Cox Proportional Hazards survival models. Findings suggest that despite a “one size fits all” approach to public school funding policy popular amongst politicians on both sides of the political aisle, the effects of a monetary increase in reducing the likelihood of turnover varies considerably when accounting for the region, Title I status, experience and subject matter. The study highlights how the lack of monetary investment can lead teachers to seek employment elsewhere since low pay functions as a strong demotivator. Additionally, the results suggest that while a pay raise may arrest turnover risk, it is a poor long-term motivator or cause of job satisfaction. The study concludes by offering state and LEA leaders with policy recommendations that may improve both retention and job satisfaction. To date, this is the only study in the current literature that explores teacher turnover extensively in the nation’s fifth most populous state.
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