Abstract
Of the school-level factors that have an impact on student learning, one of the most powerful appears to be the effectiveness of the individual teacher. The most effective teachers are, therefore, one of the most important tools schools and systems have at their disposal to lift the achievement of socio-economically disadvantaged students and improve equity, and policy must be designed in such a way as to draw more of them to the most disadvantaged educational settings. To do this, systems and schools need to be aware of differences in the priorities more and less effective teachers hold in deciding where to teach. This study highlighted such differences in a large sample of Australian teachers. The most effective teachers placed considerably more importance on professional factors in determining whether to transfer into a school. Implications for staffing policy are discussed.
Similar content being viewed by others
References
Allinder R. M. (1994) The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education 17: 86–95
Anderson R., Greene M., Loewen P. (1988) Relationships among teachers’ and students’ thinking skills, sense of efficacy, and student achievement. Alberta Journal of Educational Research 34(2): 148–165
Ashton P. T., Webb R. B. (1986) Making a difference: Teachers’ sense of efficacy and student achievement. Longman, New York
Boe, E. E., Barkanic, G., & Leow, C. (1999). Retention and attrition of teachers at the school level: National trends and predictions. Data analysis report no: 1999-DAR1. Washington, DC: National Institute on Educational Governance, Finance, Policymaking and Management.
Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2008). Who leaves? Teacher attrition and student achievement. National Bureau for Economic research working paper no. 14022. http://www.nber.org/papers/w14022.
Boyd D., Lankford H., Loeb S., Wyckoff J. (2004) The draw of home: How teachers’ preferences for proximity disadvantage urban schools. Journal of Policy Analysis and Management 24(1): 113–132
Campbell J., Kyriakides L., Muijs D., Robinson W. (2004) Assessing teacher effectiveness: Developing a differentiated model. Routledge-Falmer, London
Chidolue, M. E. (1996). The relationship between teacher characteristics, learning environment and student achievement and attitude. Studies in Educational Evaluation, 22(3), 263–274.
Darling-Hammond L. (2000) Solving the dilemmas of teacher supply, demand and standards: How we can ensure a competent, caring and qualified teacher for every child. National Commission on Teaching and America’s Future, New York
Darling-Hammond L. (2004) Inequality and the right to learn: Access to qualified teachers in Californian public schools. Teachers College Record 106(10): 1936–1966
Department for Education and Schools (DfES). (2003). Department of Councillors Brief. http://www.standards.dfes.gov.uk/la/CF.POLICY_BRIEF_2003.pdf.
Falch T., Strom B. (2005) Teacher turnover and non-pecuniary factors. Economics of Education Review 24(6): 611–631
Georgiou S. G., Christou C., Stavrinides P., Panaoura G. (2002) Teacher attributions of student failure and teacher behavior toward the failing student. Psychology in the Schools 39(5): 583–595
Gibson S., Dembo M. (1984) Teacher efficacy: A construct validation. Journal of Educational Psychology 76(4): 569–582
Glass, G. (1990). Using student test scores to evaluate teachers. In J. Millman & L. Darling-Hammond (Eds). The new handbook of teacher evaluation: Assessing elementary and secondary school teachers (pp. 229–239). Newbury Park, CA: Sage.
Goldhaber, D., Gross, B., & Player, D. (2007). Are public schools really losing their best? Assessing the career transitions of teachers and the implications for the quality of the teaching workforce. National Center for analysis of longitudinal data in educational research working paper number 12. http://www.caldercenter.org/PDF/1001115_Public_Schools.pdf.
Hanushek E., Rivkin S. (2007) Pay, working conditions and teacher quality. The Future of Children 17(1): 69–87
Hanushek, E., Kain, J., & Rivkin, S. (1999). Do higher salaries buy better teachers? National Bureau of Economic Research working paper no. 7082. http://www.nber.org/papers/w7082.pdf.
Hanushek, E., Kain, J., O’Brien, D., & Rivkin, S. (2005). The market for teacher quality. National Bureau of Economic Research working paper no. 11154. http://www.nber.org/papers/w11154.
Ingersoll, R. (2003). Who controls teachers’ work? Power and accountability in America’s schools. Cambridge, MA: Harvard University Press.
James R., Wyn J., Baldwin G., Hepworth G., McInnis C., Stephanou A. (2002) Rural and isolated school students and their higher education choices: A re-examination of student location, socioeconomic background, and educational advantage and disadvantage. National Board of Employment, Education and Training, Canberra, Australia
Kupermintz H. (2003) Teacher effects and teacher effectiveness: A validity investigation of the Tennessee Value Added Assessment System. Educational Evaluation and Policy Analysis 25(3): 287–298
Lankford H., Loeb S., Wykoff J. (2002) Teacher sorting and the plight of urban schools: A descriptive analysis. Educational Evaluation and Policy Analysis 11(3): 37–62
Leigh, A. (2007). Estimating teacher effectiveness from two-year changes in students’ test scores. Available at http://econrsss.anu.edu.au/~aleigh/pdf/TQPanel.pdf.
Marzano P. (2003) What works in schools: Translating research into action. Association for Supervision and Curriculum Development, Alexandria, VA
Midgley C., Feldlaufer H., Eccles J. (1989) Change in teacher efficacy and student self-and task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology 81: 247–258
Ministerial Council on Employment, Education, Training and Youth Affairs. (2003). Demand and Supply of Primary and Secondary School Teachers in Australia. Available at http://www.mceetya.edu.au/public/demand.htm.
Muijs D. (2006) Measuring teacher effectiveness: Some methodological reflections. Educational Research and Evaluation 12(1): 53–74
Muijs, D., Harris, A., Chapman, C., Stoll, L., & Russ, J. (2004). Improving schools in socioeconomically disadvantaged areas: A review of research evidence. School Effectiveness and School Improvement, 15(2), 149–175.
Murnane, R., Singer, J., Willett, J., Kemple, J., & Olsen, R. (1991). Who will teach? Policies that matter. Cambridge, MA: Harvard University Press.
Needels, M. C. (1991). Comparison of student, first-year, and experienced teachers’ interpretations of a first-grade lesson. Teaching and Teacher Education, 7(3), 269–278.
Organisation for Economic Cooperation and Development (OECD). (2003). Beyond rhetoric: Adult learning policy and practices. Paris: Author.
Organisation for Economic Cooperation and Development: (2005) Teachers matter: Attracting, developing and retaining effective teachers. Author, Paris
Organisation for Economic Cooperation and Development (OECD). (2009). International adult literacy and basic skills surveys in the OECD region. Working Paper No. 26. Paris: Author. Available at http://econpapers.repec.org/paper/oeceduaab/26-en.htm.
Palardy G., Rumberger R. (2008) Teacher effectiveness in the first grade: The importance of background qualifications, attitudes, and instructional practices for student learning. Educational Evaluation and Policy Analysis 30(2): 111–140
Patrick B., Hisley J., Kempler T. (2000) What’s everybody so excited about? The effects of teacher enthusiasm on student intrinsic motivation. Journal of Experimental Education 68(3): 217–236
Peart N., Campbell F. (1999) At-risk students’ perceptions of teacher effectiveness. Journal for a Just and Caring Education 5(3): 269–284
Rice, J. K. (2003). Teacher quality: Understanding the effectiveness of teacher attributes. Washington: Economic Policy Institute.
Rivkin S., Hanushek E., Kain J. (2005) Teachers, schools, and academic achievement. Econometrica 73(2): 417–458
Scafidi B., Sjoquistb D., Stinebrickner T. (2007) Race, poverty, and teacher mobility. Economics of Education Review 26(2): 145–159
Smithers A., Robinson P. (2004) Teacher turnover, wastage and destinations. Centre for Education and Employment Research, University of Buckingham, Buckingham, England
Smithers, A., & Robinson, P. (2005). Teacher turnover, wastage and movements between schools. Buckingham, England: Centre for Education and Employment Research, University of Buckingham. DfES research report 640.
Stotko E., Ingram R., Beatty-O’Ferrall M. (2007) Promising strategies for attracting and retaining effective urban teachers. Urban Education 42(1): 30–51
Stronge J. H. (2007) Qualities of effective teachers. Association for Supervision and Curriculum Development, Alexandria, VA
Teese, R. (2006). Condemned to innovate. Griffith Review, Autumn. http://www3.griffith.edu.au/01/griffithreview/past_editions.php?id=301.
Teese, R. and Polesel, J. (2003). Undemocratic schooling: Equity and quality in mass secondary education in Australia. Carlton, Melbourne: Melbourne University Press.
Tye B., O’Brien L. (2002) Why are experienced teachers leaving the profession?. Phi Delta Kappan 84(1): 24–32
Victorian Department of Education and Training (2004). Teacher supply and demand report 2004. Available at http://www.teaching.vic.gov.au/pdfs/Teacher%20Supply%20and%20Demand%20in%20Victoria%202004.pdf
Victorian Institute of Teaching (2006). Annual Report 2005–2006. http://www.vit.vic.edu.au/files/documents/1061_VITAnnReportWeb.pdf.
Vila, L. (2005). The outcomes of investment in education and people’s well-being. European Journal of Education, 40(1).
Watson, A., & Hatton, N. (2002). School staffing: Linking quality with equality. Submission RTTE20 to the Australian Review of Teaching and Teacher Education. http://www.dest.gov.au/NR/rdonlyres/1F0A28BE-C252-4FFD-AFC2-6D3C079677BA/1751/RTTE20.pdf.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Rice, S.M. Getting our best teachers into disadvantaged schools: differences in the professional and personal factors attracting more effective and less effective teachers to a school. Educ Res Policy Prac 9, 177–192 (2010). https://doi.org/10.1007/s10671-010-9085-2
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10671-010-9085-2