American Educational Research Journal · 2009 · 188 citations · 38 references
Public AffairsEducation PolicyElementary EducationLabor EconomicsLabor Market AnalysisSocial InequalityTeacher CompensationTeacher Labor MarketsTeacher Salary StructuresTeacher Working ConditionsWorkforce DemographicsAdministrative Support UseTeacher Distribution EquityTeacher Employment ConditionsTeacher Labor Market SortingTeacher Work Environment
Teacher distribution creates major resource disparities among California schools. The study seeks to uncover why teachers sort themselves across schools and to separate student demographics from other job characteristics that can be influenced by policy. Researchers surveyed 531 teachers, asking them to choose between various workplace characteristics. Teachers rank working conditions—such as facilities, administrative support, and class size—and salaries as far more important than student demographics when selecting a school.
One of the greatest differences in resources across schools in California comes from an inequitable distribution of teachers. This study identifies reasons for this sorting of teachers by surveying 531 teachers in a California elementary school district. The surveys ask the teachers to make choices between various workplace characteristics. With this information, the study disentangles student demographics from other characteristics of teaching jobs that are amenable to policy influences. It finds that teachers identify working conditions—particularly, school facilities, administrative support, and class sizes—and salaries as significantly more important than student characteristics when selecting a school in which to work.
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