Critique of Definitions, Conceptual
Models, and Methodologies
Compared to the exploratory literature prior to 1992, the current
research base is stronger and provides greater direction
to those interested in improving teacher retention. However,
the current frameworks and the range of definitions, samples,
measures, and analysis strategies used to study attrition still
make it difficult to answer important questions. In this section,
I review and critique definitional, conceptual, sample,
and methodological considerations in retention and attrition
studies.