Subscribe Today
Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

What Keeps Teachers In and What Drives Them Out: How Urban Public, Urban Catholic, and Jewish Day Schools Affect Beginning Teachers’ Careers

by Eran Tamir - 2013

Background: Teacher quality plays a key role in student learning outcomes. Yet, data suggest that elite college graduates who enter teaching are less likely to stay in schools serving low-income and minority students compared to other teachers. Thus, many educators and policy makers agree that in order to equalize the playing field, recruitment, preparation, and retention of high quality teachers should become a high priority.

Objective/Focus: This paper focuses on how beginning teachers’ passion, commitments, and knowledge to teach in urban public, Catholic, and Jewish schools interact with specific school conditions to shape their career choices. The study’s longitudinal dimension underscores the gradual shift that teachers make away from their preparation programs, highlighting how their professional growth becomes intimately associated with the conditions in their schools.

Population/Setting: This longitudinal study included 30 randomly selected beginning teachers who graduated from three mission-driven teacher education programs located at elite colleges: UTEP at the University of Chicago, ACE at the University of Notre Dame, and DeLeT at Brandeis University.

Research Design: We employed a comparative, longitudinal case based study of 30 teachers from three programs. Teachers were interviewed during their second and fourth year in teaching.

Findings: This study demonstrates the ways in which professional cultures in schools may positively or negatively affect teachers in different school contexts. It illustrates the considerable impact school leaders have on the lives and career commitments of teachers. Finally, it confirms the positive impact that preparing teachers to teach in context (Context Specific Teacher Education) may have on teachers’ career commitments.

Conclusions: In order to support teachers’ initial commitments to their schools and students, schools need to take a proactive approach. We emphasize the primary role of school conditions and argue that teacher preparation takes a back seat after several years in terms of its impact on teacher career choices. The findings still suggest that preparation can have some effect on teachers’ preparedness to 1. teach in culturally diverse environments and/or 2. adapt to challenging demands in hard-to-staff schools. We believe that over the years, preparation and school conditions get tightly interwoven with each other. Yet, the comparative design of this research enables us to point out that when teachers were not adequately prepared to teach in particular schools they were more likely to move from their schools in search for more hospitable conditions.

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase What Keeps Teachers In and What Drives Them Out: How Urban Public, Urban Catholic, and Jewish Day Schools Affect Beginning Teachers’ Careers
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record Volume 115 Number 6, 2013, p. 1-36
https://www.tcrecord.org ID Number: 16973, Date Accessed: 9/27/2021 12:01:53 AM

Purchase Reprint Rights for this article or review
Article Tools

Related Media

Related Articles

Related Discussion
Post a Comment | Read All

About the Author
  • Eran Tamir
    Brandeis University
    E-mail Author
    ERAN TAMIR is a senior research associate and lecturer in education at Brandeis University. A sociologist and an educational policy analyst, his research focuses on the social context of educational policy, teacher certification policy, teacher careers, program evaluation, and the politics of education reform. Dr. Tamir currently directs the Choosing to Teach Project (http://www.brandeis.edu/mandel/research/choosing/index.html) and the DeLeT Longitudinal Study (http://www.brandeis.edu/mandel/research/delettracking.html). He is the co-editor of and contributor to the forthcoming book Inspiring teaching: Context specific teacher education for the 21st century (Harvard Education Press).
Member Center
In Print
This Month's Issue