“SEE US… SPEAK LIFE INTO US:” TEACHER TURNOVER AND JOB EXPERIENCE IN FULTON COUNTY SCHOOLS
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Date
2025-05-09
Authors
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Publisher
Vanderbilt University. Peabody College
Abstract
Teacher turnover continues to be a significant issue facing American public schools today, particularly those with a high concentration of economically disadvantaged students. In our mixed-methods exploration of Fulton County, a large school district surrounding Atlanta, Georgia, we employed multilevel logistic regression to analyze the relationship between teacher and school characteristics and turnover from the 2022-23 school year while simultaneously conducting structured interviews with educators employed at a variety of schools throughout the district about their work experiences and career plans. Our results suggest that levels of administrative support, student discipline, faculty community, and teacher autonomy are key school-level working conditions that impact teacher turnover decisions, and that those conditions tend to be better at low-poverty schools. We also identified differences in how teachers at low poverty and high poverty schools conceptualize their role, and how a lack of time is a significant stressor for teachers at all schools. More research is needed to explore the relationship between these attitudes and stressors and teacher turnover.
Description
Leadership Policy and Organizations Department Capstone Project
Keywords
teacher turnover, high poverty schools, job stress, job satisfaction