Teacher turnover

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.

This study intended to examine factors potentially contributing to teacher retention and attrition at the local (district) level and the costs associated with this teacher movement. A secondary data set from a large urban school district in the southern United States served as the unit of analysis for this study. Demographic data on 25,724 teachers, from 2010-2019 were used in the analysis. A correlation, multiple regression, chi-square, and a demographic frequency distribution were run for each of the three criterion variables: teacher job attrition, teacher school attrition, and teacher retention. The predictor variables used in the analysis were gender, certification, total number of years teaching, and race/ethnicity. Student demographic data from the district were used as a comparison to teacher data from the same school district. Results indicated trends particular in teacher movement, whether job or school, impact the number of years a teacher stays in teaching. Special education certified teachers appear to be the most vulnerable to teacher movement. Teacher retention (leaving) averages over 17% each year over 10 years, costing $36 million dollars annually or over $367 million dollars over 10 years. At that rate, this district could experience a complete turnover of staff in only 5.7 years. Latino teachers are underrepresented in this teacher population and are out of proportion with the majority Latino student population. Black teachers change jobs and schools at statistically significantly higher rates than their White or Latino peers. National data are not longitudinal, and do not track teacher job movement, only teacher school movement. Current local data are critical for educational agencies, administrators, and decision makers to combat the teacher shortage. Findings from this study may inform the field about factors, trends, or patterns that contribute to teacher retention and attrition.

Having an effective teacher in a school is paramount because they significantly influence student achievement (Shaw & Newton, 2014). Not having this vital resource contributes to the achievement gap between White and minority students. This phenomenological study examined the lived experiences of ten principals with hiring and retaining teachers for schools with a large percentage of minority students from low-income households who also struggle academically. All principals share a common experience – they receive a federal grant, Teacher Incentive Fund (TIF), which is additional funding for bonuses to hire and retain teachers and provide professional support. The study includes research that provides context to the factors that contribute to the teacher shortage problem within schools with this specific student demographic and the way in which this impacts the inequitable distribution of qualified instructors. The research also contains literature which informed the study's theoretical framework - Critical Race Theory and Theory of Oppression and the concepts of leadership practices, asset-based thinking, and teacher motivation.
The researcher found that the principals experience anxiety filling vacant positions due to teacher shortage. There were three prominent themes that framed the findings: Hiring Teachers, Retaining Teachers, and Teacher Shortage. Principals experience challenges with employing teachers because of their negative perceptions of the students. Most of the teachers they hire are Black and Hispanic, and the Teacher Incentive Fund grant did not help attract teachers to accept a position, but it helped retain them. The principals work arduously to keep teachers by giving them support and creating a positive school culture, in addition, most of them find that Black and Hispanic teachers remain at the school more than White teachers.

The purpose of this study was to examine the relationship between teacher retention and student achievement as measured by the Florida Comprehensive Achievement Test (FCAT) Math Developmental Scale Scores (DSS). This study examined the impact of teacher transience on high school student math scores over a three-year period and considered the effect of teacher years of experience in relation to transience and achievement. For the purposes of this study teachers were identified into the following four classifications: Stayers, Within District Movers, Cross District Movers, or Beginning teachers. The findings indicated that students of beginning teachers scored significantly lower on the ninth grade math test than students of teachers in the other three classifications. At the 10th grade level there was no significant difference among the teacher transience groups. Based upon the findings, the following conclusion resulted from the study. Since an analysis of the data indicated that teacher retention is likely to improve ninth grade student score gains on the FCAT Math assessment, it is recommended that High School administrators carefully review the teaching assignments of ninth grade math teachers, especially in this era of high stakes testing and accountability.

This study probes the impact that the National Board for Professional Teaching Standards (NBPTS) certification process has on teachers, schools, and school districts. In particular the study provides research to determine if National Board Certification significantly affects teachers staying in the classrooms as full time teachers. The NBPTS process is explored to better understand the background of the endeavor and how it may thereby assist in promoting teacher retention and whether this concept is being realized. The history of leadership is also explored and discussed as it pertains to education and the NBPTS process. Beyond researching the relationship between National Board Certification and teachers leaving the classroom as full time teachers, this study also sought to determine if ethnicity (Black, White, Hispanic or Other) and/or gender were statistically significant moderators of this relationship. Of the total number of National Board Certified Teachers (NBCTs) who completed the survey (N=220), 22 participants reported that they were not teaching full time in the classroom at the time of this study. Of the total number of teachers who had not obtained NBC (general education teachers or GETs) who completed the survey (N=110), 28 participants reported that they were not teaching full time in the classroom at the time of this study. The results from this study indicate that GETs left the classroom as full time teachers, while remaining employed with the Broward School Board, at more than twice the rate of NBCTs.

The purpose of this research study was to identify practices that principals utilize that are believed to influence teacher retention. Teacher turnover is a major problem facing principals and school systems today. Much of the present research focuses on why teachers leave the field, but there is little research on the principals' perceptions of what they do to stem the flow of educators leaving the classroom. To accomplish this purpose, a case study was conducted, focused on identifying the principals' role in teacher retention and their perceptions of the most important strategies utilized to stimulate high teacher retention. Qualitative research methods including individual interviews, open-ended questionnaires, and focus groups enabled the researcher to identify, compare, and contrast the perceptions, beliefs, and practices used by the nine study participants. The research design produced interviews filled with rich narratives describing the practices used by principals at schools with high teacher retention. The focus group discussion elucidated the common behaviors that were perceived to support teacher retention. The study yielded evidence that high-performing principals with high teacher retention rates clearly and consistently identified specific practices they believe support teacher retention; that principals play a vital role in teacher retention and that their leadership, support, and daily practices influence a teacher's decision to remain in teaching. The data collected indicates the centrality of creating a positive school culture and a sense of belonging. All the other identified principal practices are intertwined with and contribute to this outcome.