Was thinking this. Especially the possibility that young teachers take any job they can get then move on to a better situation in a couple years.

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40-50% of teachers quit the profession within the first 5 years, for a variety of reasons.

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don't bother. they make up their own facts.

A third and final trend we discovered reveals a sobering side to this greening. Teacher attrition—teachers leaving teaching—is especially high in the first years on the job. Several studies, including our own analyses (Ingersoll, 2003; Ingersoll & Perda, in press), have estimated that between 40% and 50% of new teachers leave within the first five years of entry into teaching. Moreover, we have found that the attrition rates of first-year teachers have increased by about one-third in the past two decades. So, not only are there far more beginners in the teaching force, but these beginners are less likely to stay in teaching. In short, both the number and instability of beginning teachers have been increasing in recent years.

All organizations and occupations, of course, experience some loss of new entrants—either voluntarily because newcomers decide to not remain or involuntarily because employers deem them unsuitable. Moreover, some degree of employee turnover, job, and career change is normal, inevitable, and beneficial. However, teaching has relatively high turnover compared to many other occupations and professions, such as lawyers, engineers, architects, professors, pharmacists and nurses, and these departures are not cost free (Ingersoll & Perda, in press).

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Reality is your friend, not your enemy. -- Seacrest

Not making up anything. Your first article was just useless since it included people changing jobs in the profession.

Looks like the turnover rate per year of teaching is about 4% higher than the average of other fields.

http://indianapublicmedia.org/stateimpact/2014/07/17/study-teacher-turnover-higher/

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You do not talk to me like that! I work too hard to deal with this stuff! I work too hard! I'm an important member of the CSFMB! I drive a Dodge Stratus!

so right on par with other crappy jobs.

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Reality is your friend, not your enemy. -- Seacrest

No. There are "better" jobs though.

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You do not talk to me like that! I work too hard to deal with this stuff! I work too hard! I'm an important member of the CSFMB! I drive a Dodge Stratus!

The conclusion of the report you cited:

Perhaps there is an irony in these changes. Historians tell us that when the public school system
was invented a century ago, the teaching force was transformed into a mass occupation that
was relatively low-paying, temporary, and designed predominantly for young, inexperienced
women, prior to starting their “real” career of child rearing (e.g., Lortie, 1975; Tyack, 1974).
Perhaps the changes we have traced represent not an entirely new face but a return to the old
face of the American teaching force.

A return to an old structure could have serious implications for the future status of elementary
and secondary teaching in the United States. Professionalization has long been a source of both
hope and frustration for teachers. Since early in the 20th century, educators have repeatedly
sought to upend the notion that teaching is akin to lower-skill industrial work where teachers are
interchangeable and easily replaced, and they have sought to promote the view that teaching
is highly complex work, requiring specialized knowledge and skills, and deserving of the same
status as traditional professions, like law, medicine, engineering, and academia. These efforts
to enhance the professional status of teaching have also long met with limited success. And if
teaching becomes an even larger, lower-paying line of work, predominantly employing young,
inexperienced women, who stay for limited periods, it does not suggest optimism for the
aspirations to promote the image of teaching as a respected profession.

At the same time, these possible future trajectories, and similarities between the contemporary
transformation of the teaching force and its previous incarnation, are strictly speculative on our
part. Nothing in our data analyses so far can be considered conclusive evidence that the teaching
force is, or will be, “better” or “worse” in one way or another. As we indicated at the beginning
of this report, thus far our objective has been exploratory and suggestive. At this point we have
more questions than answers.

_________________
Reality is your friend, not your enemy. -- Seacrest

As I said, there are "better" jobs out there, and there are many jobs that are worse. It falls right in the middle.

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You do not talk to me like that! I work too hard to deal with this stuff! I work too hard! I'm an important member of the CSFMB! I drive a Dodge Stratus!

if being better than day-care workers and prison guards counts as in the middle, I guess so.

_________________
Reality is your friend, not your enemy. -- Seacrest