Summary of the Thesis and Supportive Literature
The high teacher turnover rates can negatively affect students, schools, and society. Thus, the thesis of the study states the examination of the effects of teacher turnover on student achievement, the mechanisms through which these effects operate, and the organizational responses that can mitigate them. According to Gibbons et al. 2021, teacher turnover triggers a negative effects on learners’ performance, which are more adverse in high-minority and high-poverty schools. The mechanism through which these effects operate is the disruption of instructional continuity and the loss of teacher expertise. Gibbons et al. 2021 first document the prevalence of teacher turnover and its variation across teachers, schools, and countries. The authors then review the evidence on the effects of teacher turnover on students.
Evaluation of the Method Used to Obtain Participants and Methods of Data Analysis
The study used data from the ‘National Center for Education Statistics’ and conducted a ‘Teacher Follow-up Survey’ to examine the effects of teacher turnover on students, schools, and districts. The access to the statistical data helped researchers reach the target population, which constituted teachers from across England who had recently left their teaching job. Individuals selected as the sample of the population were recruited on the approaches to be adopted during the research. The researchers then interviewed these teachers to ask about their experiences at the schools they worked in, their reasons for leaving their teaching job, and the organizational responses to their leaving.
The data analysis methods used in this study are adequate and allow for valid conclusions. Gibbons et al. 2021 used descriptive statistics, regression analysis, and quantitative analysis to examine the effects of teacher turnover, mechanisms underlying turnover, and organizational responses to turnover. In addition, the researchers derived data from various sources such as interviews, administrative data, and surveys, to collect relevant findings. This provided robustness to the study that strengthened the validity of the conclusions.
Analysis of Data Obtained in the Research
Data obtained revealed that teacher turnover has several adverse effects, including lower student achievement, higher costs, and teacher shortages. Additionally, the study conducted by Gibbons et al. 2021 affirms that several mechanisms contribute to teacher turnover, including personal stress, job dissatisfaction, pay, and working conditions. Finally, data revealed that various organizational responses can aid minimize teacher turnover, including mentoring, supporting, and professional development of new teachers.
Assessment of the Key Findings of the Study
The key findings of the study were that teacher turnover has a negative effect on student achievement. The study’s outcomes affirm that the mechanisms through which the effects of teacher turnover operate are reduced instructional time due to teacher absences and changes in teaching methods and curriculum, as new teachers are less likely to adhere to established norms. Another effect linked with teacher turnover is lower teacher morale and commitment. The study concludes that teacher turnover is costly for schools and that efforts to reduce it are therefore warranted. Based on Gibbons et al. 2021 findings, there is a need for education stakeholders to address the matter and develop strategies to cab the negativity induced by teacher turnover. Organizational responses to teacher turnover, such as induction programs and teacher mentoring, can help reduce the harmful effects of teacher turnover on student achievement. Polices can be developed to safeguard the rights of teachers and creating a conducive working environment. Teachers should be encouraged to serve by exposes them to a series of motivational practices such as salary incliment.
Reference
Gibbons, S., Scrutinio, V., & Telhaj, S. (2021). Teacher turnover: Effects, mechanisms and organizational responses. Labour Economics, 73(10), 20-79. Web.