Finding, Supporting, and Keeping: The Role of the Principal in Teacher Retention Issues

Abstract

High teacher turnover rates result in: (1) a deficit of quality teachers and instruction; (2) loss of continuity and commitment; and (3) devotion of time, attention, and funds to recruitment rather than support. The purpose of this empirical inquiry of teacher retention issues is to better understand the leadership styles of principals who lead schools that have low attrition and transfer rates. Findings indicate that principals with an awareness of issues affecting new teachers, principals with a proactive approach in supporting new teachers, and principals with a commitment to professional growth and excellence for themselves, their students, and their teachers (new and veteran alike), are retaining teachers at a higher rate than their peers.