Rate My Professor Ben Pogodzinski

Pogodzinski's research focuses on how state and district policies, school organizational contexts, and labor relations shape teachers’ instructional practices, effectiveness, and labor market decisions. Additional areas of interest include school choice policies and school financing, particularly in urban settings like Detroit. He has authored or co-authored numerous peer-reviewed articles on topics such as novice teacher socialization, collegial support, chronic absenteeism, school mobility, and teacher unions. Highly cited works include “Collegial climate and novice teachers’ intent to remain teaching” (Pogodzinski, Youngs, & Frank, 2013; 173 citations), “Administrative climate and novices’ intent to remain teaching” (Pogodzinski, Youngs, Frank, & Belman, 2012; 147 citations), “Collegial support and novice teachers’ perceptions of working conditions” (Pogodzinski, 2014; 139 citations), and “School organizational effectiveness and chronic absenteeism: Implications for accountability” (Lenhoff & Pogodzinski, 2018; 125 citations). Recent publications feature “School transit and accessing public school in Detroit” (Pogodzinski et al., 2022), “School climate and student mobility” (Pogodzinski et al., 2022), “Advancing an ecological approach to chronic absenteeism: Evidence from Detroit” (Singer et al., 2021), and “Organizational effectiveness in Catholic schools across the Archdiocese of Detroit” (Pogodzinski & Morris, 2021). His scholarship appears in journals including American Journal of Education, Educational Administration Quarterly, Journal of Educational Administration, and Leadership and Policy in Schools, contributing to advancements in educational policy and equity.