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ERIC Number: EJ1054905
Record Type: Journal
Publication Date: 2015-Jan
Abstractor: As Provided
Principal Support Is Imperative to the Retention of Teachers in Hard-to-Staff Schools
Hughes, Amy L; Matt, John J.; O'Reilly, Frances L.
Journal of Education and Training Studies, v3 n1 p129-134 Jan 2015
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.
Descriptors: Labor Turnover, Teacher Persistence, Principals, Administrator Role, Teacher Administrator Relationship, Correlation, Surveys, Teaching Conditions, Disadvantaged Schools, Statistical Analysis, Emotional Response
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
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