Principal Support is Imperative to the Retention of Teachers in Hard-to-Staff Schools

Abstract

Teacher retention is an ongoing problem in hard-to-staff schools. This research examined the relationship between principal support and retention of teachers in hard-to-staff schools. The purpose of this study was to, (a) to determine the relationship between teacher retention and principal support, (b) to examine the perception of support between teachers and principals and how these perceptions affect teacher retention in hard-to-staff schools, and (c) to discover if there is a correlation between the principal's supports and teacher retention. The participants were both administrators and teachers who are currently employed. A non-experimental correlational design was used in which principals and teachers in hard-to-staff schools were surveyed regarding the role of principal supports in the retention of teachers. Findings in this study posited, personal growth and the ability to receive support from administrators regarding emotional, environmental and instructional support had an impact on a teacher's decision to stay or leave in hard-to-staff schools. Participant teachers provided insight as to which forms of support they valued most from their principals. The recommendations guide administrators working in hard-to-staff schools to reduce teacher attrition and are also intended to encourage leaders to look more closely at their programs and their own styles of leadership and support. Specific recommendations are made for administrators, institutions, and teachers.

Teacher Attrition: Differences in Stakeholder Perceptions of Teacher Work Conditions

“…The results of the present study corroborate the findings of Hughes et al [31] to a significant degree but also reveal sharp disagreement between the beliefs of the participating teachers and those of their administrators about the nature of the working relationships that exist within their schools.…”

“…The research literature on teacher attrition places special significance on administrative support in teachers' decisions about remaining at their teaching post. Hughes et al [31] found that teachers held four areas of support in greatest esteem. The most important kind of support was emotional support, meaning that expectations of teachers are reasonable and that there is a trusting and supportive environment in the school.…”

A Leadership Strategy: Coaching, A Singaporean Example

“…The trust that was engendered in the coaching relationship was fundamental to the acceptance of change. The findings of the study have relevance to other countries where there is also a high attrition rate of staff as evident in the work of Bassoppo-Moyo (2010); Brown and Wynn (2009); Hughes, Matt, and O'Reilly (2015). Principal support plays a prominent role as to whether or not teachers stay in an organisation.…”

Teacher Attrition and School Leaders’ Capacity for Leading, Practices and Behaviors – A Comparative Study

“…In looking at the correlation between principal's level of support and teacher attrition in hard-to-staff schools, Hughes, Matt, and O'Reilly (2014) found that teachers who were planning to remain at the same school based their decision on the following areas of support (listed in the order of importance): emotional support, environmental support, instructional support and, lastly, technical support. There were no significant differences between the grade levels of teachers with respect to the importance of principal support in their decision to remain at the same school or leave (Hughes et al, 2014).…”