Two Years Later: How COVID-19 Has Shaped the Teacher Workforce

Autor/inn/en	Bacher-Hicks, Andrew; Chi, Olivia L.; Orellana, Alexis
Titel	Two Years Later: How COVID-19 Has Shaped the Teacher Workforce
Quelle	In: Educational Researcher, 52 (2023) 4, S.219-229 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X231153659
Schlagwörter	COVID-19; Pandemics; Faculty Mobility; Minority Group Students; Teacher Persistence; Disadvantaged Youth; Massachusetts + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Master-Studiengang
Abstract	The unprecedented challenges of teaching during COVID-19 prompted fears of a mass exodus from the profession. We examine the extent to which these fears were realized using administrative records of Massachusetts teachers between 2015-2016 and 2021-2022. Relative to prepandemic levels, average turnover rates were similar going into the fall of 2020 but increased by 17% (from 15.0% to 17.5%) going into the fall of 2021. The fall 2021 increases were particularly high among newly hired teachers (31% increase) but were lower among Black and Hispanic/Latinx teachers (5% increases among both groups). Gaps in turnover rates between schools serving higher and lower concentrations of economically disadvantaged students narrowed during the first 18 months of the pandemic. The same holds true for gaps in turnover between schools serving higher and lower shares of Black and Hispanic/Latinx students. Together, these findings highlight important differences in teachers' responses to the pandemic across subgroups and the need to improve early-career retention to ensure long-term stability within the teacher workforce. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01