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dc.contributor.authorGrissom, Jason A.eng
dc.contributor.corporatenameUniversity of Missouri--Columbia. Harry S. Truman School of Public Affairs. Institute of Public Policyeng
dc.description"Truman Policy Research"eng
dc.description.abstractRates of turnover among public school teachers in the U.S. are substantial. Among all teachers, national estimates indicate that 16.5% of teachers left their schools between the 2003-04 and 2004-05 academic years, the most recent time period for which data are available. Fewer than half of entering first-year teachers will remain in the same school by the end of their fifth year. This paper discusses an analysis of national data to better understand the factors that influence public school teachers' satisfaction and turnover decisions.eng
dc.format.extent6 pages ; illustrationeng
dc.identifier.citationGrissom, J. (2009). "The Role of Effective Principals in Reducing Teacher Turnover in Disadvantaged Schools." Report 06-2009. Retrieved from University of Missouri--Columbia, Institute of Public Policy web site: http://www. truman.missouri.edu/ipp/eng
dc.publisherInstitute of Public Policyeng
dc.relation.ispartofPublic Policy publications (MU)eng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Harry S. Truman School of Public Affairs. Institute of Public Policyeng
dc.relation.ispartofseriesReport (Institute of Public Policy) ; 06-2009eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subjectschool budgeteng
dc.subjectimpact on studentseng
dc.subject.lcshTeacher turnovereng
dc.subject.lcshTeachers -- Job satisfactioneng
dc.subject.lcshTeachers -- Supply and demandeng
dc.titleThe role of effective principals in reducing teacher turnover in disadvantaged schoolseng

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