Abstract
Teacher labor markets have strong implications for learning outcomes and equity for students, and yet schools that need teachers the most often face high turnover. Using repeated cross-sectional nationally representative data, this study examines the relationships between school organizational characteristics and teacher turnover and identifies what may be done to positively influence the teacher workforce. I find school organizational characteristics may indeed reduce teacher turnover, but this varies based on the type of organizational characteristic as well as the specific form of turnover. Policy and practical implications from the study are discussed.
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