Career Patterns and Decisions

Nicole S. Simon and Susan Moore Johnson. 2015. “Teacher Turnover in High-Poverty Schools: What We Know and Can Do.” Teachers College Record, 117, 3, Pp. 1-36.
Cheryl L. Kirkpatrick and Susan Moore Johnson. 2014. “Ensuring the Ongoing Engagement of Second-Stage Teachers.” Journal of Educational Change, 15, Pp. 231-252.
William Marinell and Susan Moore Johnson. 2014. “Midcareer Entrants to Teaching: Who They Are and How They May, or May Not, Change Teaching.” Educational Policy, 28, 6, Pp. 741-779.
Susan Moore Johnson, Matthew A. Kraft, and John P. Papay. 2012. “How Context Matters in High-Need Schools: The Effects of Teachers’ Working Conditions on their Professional Satisfaction and their Students' Achievement.” Teachers College Record, 114, 10, Pp. 1-39. Full Text Online
Morgaen L. Donaldson and Susan Moore Johnson. 2011. “Teach For America Teachers: How Long Do They Teach? Why Do They leave?” Phi Delta Kappan, 93, 2, Pp. 47-51.
Morgaen L. Donaldson and Susan Moore Johnson. 2010. “The Price of Misassignment: The Role of Teaching Assignments in Teach For America Teachers' Exit from Low-Income Schools and the Teaching Profession.” Educational Evaluation and Policy Analysis, 32, 2, Pp. 299-323. Link to Paper
Leslie Baldacci and Susan Moore Johnson. 2006. “Why New Teachers Leave. . . and Why New Teachers Stay.” American Educator. Full Text Online
Susan Moore Johnson, Jill Harrison Berg, and Morgaen L. Donaldson. 2005. Who Stays in Teaching and Why: A Review of the Literature on Teacher Retention. NRTA's Educator Support Network. harvard_report.pdf
Susan Moore Johnson and Sarah E. Birkeland. 2003. “Pursuing a 'Sense of Success': New Teachers Explain their Career Decisions.” American Educational Research Journal, 40, 3, Pp. 581-617. johnson-birkeland_aerjournal_fall03.pdf
Sarah E. Birkeland and Susan Moore Johnson. 2002. “"What Keeps New Teachers in the Swim?” Journal of Staff Development, 23, 4, Pp. 18-21. Full Text PDF from JSD
Heather G. Peske, Susan Moore Johnson, Susan M. Kardos, David Kauffman, and Edward Liu. 2001. “The Next Generation of Teachers: Changing Conceptions of a Career in Teaching.” Phi Delta Kappan, 83, 4, Pp. 304-311. Phi Delta KappanAbstract

In "The next generation of teachers, changing conceptions of a career in teaching" by H. G. Peske, E. Liu, S. M. Johnson, D. Kauffman, & S. M. Kardos (Phi Delta Kappan, December 2001), we explore our respondents’ career options and choices. Our findings suggest that, rather than approaching teaching as a calling and lifelong commitment, many new teachers—both those who complete teacher preparation programs and those who do not—approach teaching tentatively or conditionally. While there were respondents who planned to make teaching a lifelong career, they were surprisingly few in number. These findings suggest that retaining the next generation of teachers may be more difficult than retaining the previous generation. Teachers’ decisions to stay in the profession depend a great deal on their conceptions of career, their specific interests, and the day-to-day experiences they have in their schools. For those respondents who will pursue teaching for the long-term, the possibility for differentiated roles and the possibility of redesigned work holds promise, while for those who envision short-term careers, well-designed alternative routes to teaching and support at the school site might ensure that they enter and remain in teaching and do their work well.

Heather G. Peske, Susan Moore Johnson, Susan M. Kardos, David Kauffman, and Edward Liu. 2001. “The Next Generation of Teachers: Changing Conceptions of a Career in Teaching.” Phi Delta Kappan, 83, 4, Pp. 304-341.
Susan Moore Johnson, Sarah E. Birkeland, Susan M. Kardos, David Kauffman, Edward Liu, and Heather G. Peske. 2001. “Retaining the Next Generation of Teachers: The Importance of School Based Support.” Harvard Education Letter. Full Text, Harvard Ed Letter
Susan Moore Johnson. 2000. “Teaching's Next Generation.” Education Week. Full Text, EdWeek