Unraveling Beginning Secondary CTE Teacher Turnover in Pennsylvania Schools Using Survival Analysis
Year: 2026
Type: article
Study design: Observational Study
Abstract: This study examines how teacher and school characteristics influence the risk of leaving the initial school of employment among beginning secondary Career and Technical Education (CTE) teachers in Pennsylvania. Using administrative data on 2,595 beginning secondary CTE teachers, we employed survival analysis to identify factors associated with teacher turnover from their schools of origin in Pennsylvania. Black teachers, those with lower educational attainment, and part-time teachers were associated with a higher risk of leaving their schools compared to their counterparts. Teachers employed in Career and Technical Centers (CTCs) were at higher risk of turnover than those in comprehensive high schools. Teachers specializing in STEM/technical fields exhibit higher turnover risk than those in business or service disciplines, although this effect was not significant once school characteristics were controlled for. Our findings highlight the importance of targeted retention interventions and schoollevel supports to enhance workforce stability among beginning CTE teachers. This study offers valuable insights for school leaders, policymakers, departments of education, and other stakeholders interested in the factors that influence CTE teacher departures.
DOI: 10.5328/cter51.2.54
Institution: Pennsylvania State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7212230701