Understanding School Leadership’s Influence on Teacher Retention in High-Poverty Settings: An Exploratory Study in the U.S.

Abstract

Research has identified principal leadership as one of the most salient school-level predictors of teacher retention. However, the survey-based quantitative nature and specific survey questions used in this research make it difficult to discern which leadership behaviors or approaches contribute most to teacher retention. As a result, school leaders and those responsible for preparing and/or employing them lack clear, research-based information about specific practices that could be effectively utilized, particularly in high-poverty schools. This qualitative case study, set in a high-poverty U. S. elementary school with high retention rates, utilized Simon and Johnson’s (2015) framework of how principal behaviors that increase teacher retention in the quantitative research are exhibited in under-resourced schools. The study generates qualitative understandings of how a principal’s actions contributed to retention by reaffirming a mission to serve high-poverty students, recognizing teachers for their work, developing and fostering within-faculty relationships, strengthening relationships with families, and providing disciplinary support. In doing so, the study also provides support for an existing framework for leading for retention and insights into how these actions may influence or be seen in survey responses used in survey-based research.