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Leaving Teaching in the French-Speaking Community of Belgium: A Duration Analysis

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  • V. Vandenberghe

Abstract

This paper aims toward a better understanding of the factors influencing the decision of young graduates who entered teaching to stay in that profession. The field of research covers secondary education teachers in the French-speaking community of Belgium. The data analyzed comes from an administrative database containing historical records of 50 000 individuals who started teaching between 1973 and 1996. The analysis is carried out assuming a proportional hazard model and using the discrete-time method initiated by Prentice and Gloeckler ( Biometrics , 1978, 34, pp. 57-67). One of the main results is that the risk of exit is dramatically more important during the first periods of employment. The fact that this risk tends also to increase over time suggests that the dropout rate among young recruits is higher now than it was in the past. Location and labour market conditions seem to be of little impact.The risk of exit is the same in rural and urban areas and across provinces wherein unemployment rates vary dramatically. Finally, the significant deterioration of pay conditions (in relative terms) since the mid-1980s has had no significant impact on the risk of exit. Of greater importance are supply-side (organizational) elements such as the level of centralization of recruitment decisions or the level of asymmetry between tenure and non-tenure personnel regarding job protection, access to full-time position, etc.

Suggested Citation

  • V. Vandenberghe, 2000. "Leaving Teaching in the French-Speaking Community of Belgium: A Duration Analysis," Education Economics, Taylor & Francis Journals, vol. 8(3), pages 221-239.
    • Handle: RePEc:taf:edecon:v:8:y:2000:i:3:p:221-239
    DOI: 10.1080/096452900750046724
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    1. Bart L. W. Cockx, 2000. "Analysis Of Transition Data By The Minimum-Chi-Square Method: An Application To Welfare Spells In Belgium," The Review of Economics and Statistics, MIT Press, vol. 79(3), pages 392-405, August.
    2. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, vol. 73(2), pages 417-458, March.
    3. D’ADDIO, Anna Christina, 1998. "Unemployment durations of French young people," LIDAM Discussion Papers CORE 1998051, Université catholique de Louvain, Center for Operations Research and Econometrics (CORE).
    4. Dolton, Peter J & van der Klaauw, Wilbert, 1995. "Leaving Teaching in the UK: A Duration Analysis," Economic Journal, Royal Economic Society, vol. 105(429), pages 431-444, March.
    5. Meyer, Bruce D, 1990. "Unemployment Insurance and Unemployment Spells," Econometrica, Econometric Society, vol. 58(4), pages 757-782, July.
    6. Stinebrickner, Todd R., 1998. "An Empirical Investigation of Teacher Attrition," Economics of Education Review, Elsevier, vol. 17(2), pages 127-136, April.
    7. d’Addio, Anna Cristina, 1998. "Unemployment Durations of French Young People," LIDAM Discussion Papers IRES 1998021, Université catholique de Louvain, Institut de Recherches Economiques et Sociales (IRES).
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    Cited by:

    1. Varga, Júlia, 2013. "A közalkalmazotti béremelés hatása a tanárok pályaelhagyási döntéseire [The effect of a public-sector pay increase on teachers attrition]," Közgazdasági Szemle (Economic Review - monthly of the Hungarian Academy of Sciences), Közgazdasági Szemle Alapítvány (Economic Review Foundation), vol. 0(5), pages 579-600.

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