Reasons Teachers Leave Low-Performing Schools
Low-performing schools typically share several characteristics, such as poor scoring on mandated standardized tests, the inability to meet state learning standards, locations in low socioeconomic neighborhoods and high teacher turnover. Low-performance characteristics stem from many different reasons, some of which may be unique to each specific school. The high rate of teacher turnover in these schools is a result of several reasons or factors, including work environment, incentives and local administration.
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Professional Development
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Professional development or continuing education is essential to the teacher's ability to successfully educate students. Without adequate training in current educational practices and techniques, he may not be able to deliver the best quality instruction. This, in turn, can decrease the likelihood of student achievement and contribute to under performance.
Low-performing schools that do not routinely offer teachers professional development opportunities may have a higher rate of job turnover. Without proper continuing training, teachers may feel as though they cannot effectively contribute to the school's over performance or develop professionally. Teachers may then look for employment with a school or district that encourages and provides professional development.
Workplace Conditions
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In an issue brief on what keeps good teachers in the classroom, the Alliance for Excellent Education cites that approximately 32 percent of teachers leave their jobs due to poor workplace conditions. Workplace conditions is an umbrella term that refers to the specific groupings of daily related features of the school and the job itself.
Poorly run or overly dictator-like administration, budget constraints and coworkers all contribute to the teacher's overall experience in the working environment. These factors limit the teacher's ability to perform essential functions and can cause continual angst, eventually leading to negative feelings about the school and the job.
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Students
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Many teachers begin their career in education to help children succeed academically, as well as later in their lives. Consistent low student engagement can limit any teacher's ability to do his job effectively. Disengaged, aggressive or absent students make teaching a truly difficult task, with little to no benefit.
Teachers who work in low-performing schools may develop a sense of dissatisfaction or disillusionment about their work and, thus, look for work elsewhere. Additionally, the daily rigors of working with difficult, low-performing students may take a mental and emotional toll on the teacher. Even the best teacher can quickly loose the ability to effectively work under circumstances involving students who do not wish to learn.
Accountability
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In the modern age of standards-based education and teacher accountability, educators may be forced to leave low-performing schools for not meeting expectations. Students who fail to pass tests and learn basic knowledge may be a result of under-performing teachers. These teachers contribute to the school's overall performance by not adequately helping struggling students to improve and meet state learning standards.
As a school's test scores slip, or if they maintain a low level, administrators may ask inadequately performing teachers to leave the school. This process helps to weed out teachers who do not effectively contribute to the school's improvement. On the other hand, strict accountability measures may stifle the teacher's individual professionalism and teaching style, leading to effective teachers leaving in favor of a less restrictive environment.
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References
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