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I read with interest the opinion piece by Ted Kolderie ("Why is Minnesota short on teachers?" Opinion Exchange, Aug. 27), the letter "Autonomy matters, but so does salary" (Readers Write, Aug. 29) and the many reader comments. I've being doing research on these issues for three decades and am glad to see data from my research used in these exchanges. But there are some misunderstandings regarding why teachers leave their jobs that are important to clarify.
The best and largest source of data on teachers is the National Teacher Principal Survey, conducted by the U.S. Department of Education. These data have long shown that, compared to many other occupations and professions, teaching has relatively high turnover and that these departures are the main factor behind teacher shortages. The data also document that teaching has relatively low salaries.
When the survey asks departing teachers to indicate the reasons behind their decisions to leave, many report low salaries as an important factor. But the reasons most frequently given by teachers for their departures concern the poor quality of the job and unsatisfactory working conditions. Teachers report that it especially matters how much say they have into the key decisions that impact their work. Teachers often are allowed little input into decisions in the schools, yet are often blamed for the poor results, resulting in frustration and turnover.
Our data analyses show that, net of salary levels, schools with more teacher decisionmaking influence have better teacher retention and also better student achievement.
Richard Ingersoll, Philadelphia
The writer is a professor of education and sociology at the University of Pennsylvania.