Rethinking Teacher Retention In Hard-To-Staff Schools

Abstract

National, state, and local educational agencies identify teacher retention as an issue of continuous importance and concern. This report addresses the issue of teacher retention through the lens of administrative effectiveness and involvement, as well as teachers’ intrinsic motivations. Relevant findings include structural framing of the educational environment, student behaviors, school district demands for improvement, and teacher perspectives on administrative support. The report iterates that teacher retention does not have a one-size-fits-all solution, and that each school division and individual school must work purposefully to devise plans to retain its most effective teachers.

“Constant Communication”: Rural Principals' Leadership Practices During a Global Pandemic

“…Rural school leaders are met with serious challenges and opportunities to lead rural schools. Rural school leaders face challenges that include being professionally and geographically isolated (Ashton and Duncan, 2012;Versland, 2013;Casto, 2016;Parson et al, 2016;Hansen, 2018); recruiting and retaining quality school teachers (Du Plessis, 2014;Ulferts, 2016;Hohner and Riveros, 2017;Hansen, 2018;Hildreth et al, 2018); deepening and persistent poverty among students and their families (Schaefer et al, 2016;Farrigan, 2017;Showalter et al, 2017); and facing a lack of resources (Forner et al, 2012;Barrett et al, 2015;Ramon et al, 2019). The opportunities they face include leading smaller schools in more cohesive communities with less crime (Southworth, 2004).…”

Quality Education: Critical Policy Considerations that Impact Teacher Retention in Schools

“…TEACHER RETENTION AND QUALITY EDUCATION Teacher retention is an important education phenomenon, which is often associated with the quality of education (Carver-Thomas & Darling-Hammond, 2017;Edwards et al, 2018;Kelchtermans, 2017;Holmes et al, 2019;Podolsky et al, 2019). Holmes et al (2019) noted that teacher retention is an issue of continuous concern but does not have a onesize-fits-all solution and approach, so individual schools must work purposely and distinctively based on peculiar local contexts to devise tailored plans to retain its good teachers. Teacher retention is a key determiner in a school's learning environment and student achievement (McLaurin et al, 2009).…”

“…McLaurin et al (2009) consider this a crisis. Teacher retention poses an even greater threat to successful student outcomes (Holmes et al, 2019). Based on its relation to school performance and quality education, it is imperative to address concerns and issues about teacher retention in schools.…”

“…Effective school leadership is a crucial lever for providing high-quality support to teachers (Carver-Thomas & Darling-Hammond, 2017). Solid leadership from school leaders can play essential roles to foster teacher retention and lessen attrition rates (Holmes et al, 2019). Governments must collaborate with higher education institutions to train cutting-edge educational leaders capable of providing leadership support for teachers to thrive and remain in the profession.…”

The Impact of a Teacher Preparation Programs on Professional Teaching Competencies – Female Novice Teachers’ Perspectives

“…However, novice teachers themselves have had limited input in determining practical approaches (Bettini et al, 2018). In addition to changing policies and reform models, novice teachers are likely to leave their jobs, mainly due to a lack of administrative assistance (Holmes, Parker, & Gibson, 2019;McLean, Abry, Taylor, Jimenez, & Granger, 2017).…”