Principals' Perceptions of Leadership Practices that Influence Teacher Retention

Abstract

As schools continue to face teacher shortages, further research into the effective principal leadership practices that contribute to high teacher retentions rates is recommended and could have implications for schools across the country. The purpose of this research study was to investigate how high school principals perceive leadership practices that influence teacher retention. Participants were six current public high school principals at a selected school division in Virginia with an 85% or higher teacher retention rate. A conceptual framework is included in this basic qualitative study that was based on a policy brief that highlights focus areas that principals should consider prioritizing to increase teacher retention to include developing a shared vision, creating a culture of trust, encouraging shared instructional leadership, and promoting safe working conditions. The research addressed the gap in the literature on teacher retention and the role of the principal and enhanced the literature by sharing the findings on principals' perceptions of leadership practices that influence teacher retention at their schools such as fostering personal connections, providing mentoring support, placing an emphasis on schoolwide communication and prioritizing collaborative learning teams. Additionally, encouraging teacher voice, focusing on high quality instruction, protecting time for teachers to manage the workload, and aligning professional development to school goals were highlighted by principals.