PRINCIPALS BUILD TRUSTING RELATIONSHIPS WITH NOVICE AND EXPERIENCED TEACHERS AND STRENGTHEN TEACHER RETENTION IN LOW-PERFORMING, UNDERSERVED URBAN SCHOOLS

Teacher turnover is a problem in all types of schools at all levels and is especially troubling in low-performing, high minority, urban schools. School principals have the challenge of building relationships with teachers in order to improve teacher retention while also balancing the many tasks and responsibilities they have throughout the day. Principals of low-performing, urban schools have difficulty retaining teachers and are challenged with hiring qualified teachers as many teacher candidates turn down opportunities to work in their schools. Teachers willing to work in low-performing schools are often lower quality, for example they have temporary teaching certificates or are teaching out of their content area (Baugh, 2021; Darling-Hammond & Post, 2000; Peske & Haycock, 2006). This staffing challenge, combined with vacant positions, has a negative impact on student achievement (Ronfeldt et al., 2013).
This study explores the impact of school leadership on teacher retention in an urban school district specifically focusing on high minority, low-performing, underserved schools. This qualitative multi-site case study explored ways that principals in four low-performing, urban schools in Miami-Dade County established and sustained relationships with novice and experienced teachers as they managed their day-to-day activities. The research was guided by the research question: How do school principals develop and sustain trusting relationships with teachers at low-performing schools and how do these relationships impact teacher retention? Data was collected through principal interviews, focus groups with novice and experienced teachers, and document reviews. Case data was analyzed individually and through a cross-case analysis.