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How context matters in high-need schools: The effects of teachers working conditions on their professional satisfaction and their students achievement Susan Moore Johnson Matthew A. Kraft John P. Papay Project on the Next Generation of Teachers Harvard Graduate School of Education June 29, 2011 We are indebted to the Ford Foundation for funding this research, to Eric Hirsch of the New teacher Center and Beverly Miyares of the Massachusetts Teachers Association for granting us access to the MassTeLLS data, and to our colleague, Ann Mantil, for her contribution to our analysis. Abstract Background/ context : Educational policymakers have begun to recognize the challenges posed by teacher turnover. Schools and students pay a price when new teachers leave the profession after only two or three years, just when they have acquired valuable teaching experience.
conditions matter to teachers, the specific elements of the work environment that matter the most to teachers are not narrowly conceived working conditions such as clean and well-maintained facilities or access to modern instructional technology.
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