New Evidence on Teacher Turnover in Early Childhood
Dados Bibliográficos
| ID | 23344720 |
|---|---|
| Autores | Daphna Bassok (University of Virginia), Anna J Markowitz (0000-0001-8606-6219, University of California, Los Angeles), Laura Bellows (0000-0003-4388-0696, University of Virginia), Katharine Sadowski (0000-0003-4966-9680, Cornell University) |
| Ano | 2021 |
| Volume | 43 |
| Fascículo | 1 |
| Páginas | 172-180 |
| Data de publicação | 2021-03-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Educational Evaluation and Policy Analysis (JOURNAL) |
| Identificadores do periódico | ISSN: 0162-3737 • E-ISSN: 1935-1062 |
| Editora | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0162373720985340 |
| OpenAlex | W3122827110 |
| Idioma | EN |
| Citações recebidas | 58 |
| Referências citadas | 17 |
This brief provides a systemwide look at early childhood teacher turnover using data from all publicly funded, center-based early childhood programs in Louisiana, including subsidized child care, Head Start, and pre-kindergarten. It provides new evidence on the prevalence of turnover and explores whether teachers who leave differ from those who stay on a widely used measure of teacher–child interaction quality. Results show that more than one third of teachers leave their program from one year to the next, and the vast majority of teachers who leave are not teaching in another program the following year. Turnover rates are higher among teachers working in child care and with younger children. Compared with teachers who stay, those who leave are rated lower on interaction quality.
Business · Child care · Demographic economics · Developmental psychology · Early childhood · Early childhood education · Economics · Head start · Head teachers · Job satisfaction · Medical education · Pedagogy · Political science · Quality (philosophy) · Subsidy · Teacher Quality · Turnover · Early Childhood Education and Development · Medicine · Nursing · Parental Involvement in Education · Psychology · Social Psychology · Teacher Education and Leadership Studies
Infant-toddler teachers’ early adversity, current wellbeing, and engaged support of early learning
Wages and Well-Being
Connected Care
Head Start Teacher Turnover and Retention 2010–2022
Unearthing the ecological impacts of workforce compensation disparities
Introduction to the Special Issue
Examining the interplay of teacher well-being, executive function, and adaptability in virtual instruction during Covid-19 disruptions
Using data to promote inclusion through early childhood mental health consultation
Partnerships as Professional Learning
Early care and education after Covid-19
Exploring professionalization in early childhood
Preparing to be future early childhood teachers
Why are they leaving? Understanding Associations between early childhood program policies and teacher turnover rates
Early Care and Education Workforce Compensation, Program Quality, and Child Outcomes
Multicomponent Digital Intervention for Nurturing the Well-Being of Preschool Teachers in Hong Kong
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Do Servant Leadership and Emotional Labor Matter for Kindergarten Teachers’ Organizational Commitment and Intention to Leave
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The Positive Early Childhood Education (Pece) Program
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The Benefits of PROSPER‐Based Intervention for International Preschool Teachers in Hong Kong
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A longitudinal analysis of the reciprocal relationship between teacher job satisfaction, workplace climate, and early childhood teachers' turnover intention
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Associations between teachers’ skill in identifying effective interactions and children's gains in language, literacy, and early learning behaviors
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Implementation of a comprehensive state effort to reduce exclusionary discipline in early care and education settings
Results from a randomized trial of the effective classroom interactions for toddler educators professional development intervention
Understanding the wellbeing of early educators in the wake of the coronavirus pandemic
A randomized controlled trial of HighScope’s teacher professional learning on preschoolers' executive function skills
The impact of work-related wellbeing and workplace culture and climate on intention to leave in the early childhood sector
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The mixed-delivery pre-k opportunity gap? Differences in demographics, quality, and children's gains in community-based versus public school programs across five large-scale systems
Teacher turnover and residential instability
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Linking professional development to classroom quality
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Classroom conversations
Links among early childhood leadership, teacher-child interaction quality, and teacher retention
Is authorized capacity a good measure of child care providers’ current capacity? New evidence from Virginia
A longitudinal study of Head Start teacher turnover trends and factors
How head start professionals use and perceive teaching strategies gold
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Mexican-American Early Childhood Education Teacher Stress and Support
Associations among early childhood educator compensation, wellbeing, and job commitment
Taking a deeper dive into understanding factors associated with head start staff turnover using a holistic well-being framework
A mixed-method study of the support network, school climate, and well-being of teachers as the early implementers of California universal pre-kindergarten policy in California
“We need support…in order to keep going”
Creating an equitable work environment for infant-toddler educators of color
Self-Reported Depressive Symptoms Among Preschool Teachers
Teacher Turnover in Early Childhood Education
Within-year teacher turnover and children’s developmental outcomes in Early Head Start and Head Start programs in the post-Covid-19 era
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Early care and education teachers’ job search behaviors and turnover intentions during the Covid-19 pandemic
Reducing Complexity to Support Families Navigating Early Care and Education Systems
Retaining Early Childhood Education Workers
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Measuring the quality of teacher–child interactions at scale
Predicting preschool teacher retention and turnover in newly hired Head Start teachers across the first half of the school year
Teacher and center stability and school readiness among low-income, ethnically diverse children in subsidized, center-based child care
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| Obras citantes distintas | 58 |
|---|---|
| Citações por ano | 14,5 |
| Intervalo de citações | 2022 - 2026 (5) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 57 |