Addressing Special Education Staffing Shortages: Strategies for Schools
Category: Staffing, Finance, and Operations
Research suggests that longer commute times can increase employee turnover probabilities by increasing job stress and reducing job attachment and embeddedness. Using administrative data from a midsized urban school district, we test whether teachers and school leaders with longer commute times are more likely to transfer schools or exit the school system. We find that transfer probability increases roughly monotonically through most of the commute time distribution. Teachers who commute 45 minutes or more to work are 10 percentage points more likely to transfer than another teacher in the same school commuting only 5 minutes. They are also 3 percentage points more likely to leave the district. Consistent with turnover patterns, we find that teachers with longer commute times are more likely to be absent from work. Their observation scores are also lower. These results suggest that schools may benefit from hiring teachers who live relatively close by, at least in the absence of supports or resources to compensate teachers with longer commutes. In contrast, we find no consistent evidence that principals’ or assistant principals’ likelihood of turning over, absence rates, or performance ratings are a function of their travel time from home to work.
Education level
Document Object Identifier (DOI)
10.26300/dzcj-wg46
