Teacher-voices-related determinants of teachers staying at their school (relative to having quit or having moved to a different school) the year after initial survey
| Cooperation and support | Influence | |||||
|---|---|---|---|---|---|---|
| All | Low-poverty | High-poverty | All | Low-poverty | High-poverty | |
| Cooperation and support index | 0.045*** | 0.034** | 0.056*** | |||
| Influence index | 0.043*** | 0.023* | 0.052*** | |||
| Constant | 0.818*** | 0.787*** | 0.858*** | 0.820*** | 0.794*** | 0.855*** |
| Observations | 33,100 | 8,800 | 13,000 | 33,100 | 8,800 | 13,000 |
| R-squared | 0.029 | 0.035 | 0.037 | 0.028 | 0.032 | 0.034 |
Note: Data are for teachers in public noncharter schools in the 2011–2012 Schools and Staffing Survey (SASS) whose status is known in the 2012–2013 Teacher Follow-up Survey (TFS). A teacher is in a low-poverty school if less than 25% of the student body in his/her classroom is eligible for free or reduced-price lunch programs; a teacher is in a high-poverty school if 50% or more of the student body in his/her classroom is eligible for those programs. For statistical significance, *** denotes p < 0.01, ** denotes p < 0.05, and * denotes p < 0.1. Regressions control for credentials and state fixed effects.
Source: 2011–2012 Schools and Staffing Survey (SASS) and 2012–2013 Teacher Follow-up Survey (TFS) microdata from the U.S. Department of Education's National Center for Education Statistics (NCES 2011–2012, 2012–2013).