Principal Leadership Practices Influence on Teacher Retention in Urban, Hard-to-Staff Schools

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dc.contributor.authorBarnett, Felicia Fosteren
dc.contributor.committeechairPrice, Ted S.en
dc.contributor.committeememberBlowe, Eleanor Hearsten
dc.contributor.committeememberCash, Carol S.en
dc.contributor.committeememberKelly, Michael D.en
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2018-10-26T06:01:03Zen
dc.date.available2018-10-26T06:01:03Zen
dc.date.issued2017-05-03en
dc.description.abstractTeacher retention is a growing issue that plagues schools across America (Grissom, 2011). Consequently, urban high poverty, high minority schools face even greater challenges as they expect to lose approximately 50% of their teachers within their first five years on the job. According to Grissom (2011), school working conditions explain both teacher turnover and teacher satisfaction, and principal effectiveness has a significant positive impact on teacher retention, especially in disadvantaged schools. The purpose of this study was to examine leadership practices teachers and principals perceive to influence teacher retention in urban, high- poverty, high- minority schools. A basic qualitative research design was employed to gain an in-depth understanding of teachers' and principals' perceptions of how school climate and culture, instructional leadership, school mission and vision, and teacher development impact teacher retention in urban, hard- to- staff schools. Data collection included individual and focus group interview data from five principals and 17 teachers with longevity in urban, high-poverty, high-minority schools in Southeastern Virginia. An analysis of the data indicated that administrative support, principal-teacher relationships, shared leadership, clear expectations and instructional leadership are essential to teacher retention in urban, hard-to-staff schools. The results of this study may impact the recruitment and development of school leaders by both districts and school leadership programs.en
dc.description.abstractgeneralTeacher turnover is a growing problem plaguing school systems across the country, especially in high minority, high poverty schools. Much of the present research focuses on why teachers leave the field, but there is little research on the why teachers choose to remain in an urban, hard-to-staff school and whether their decision is influenced by the leadership practices of the school principal. The purpose of this study was to examine leadership practices teachers and principals perceive to influence teacher retention in urban, high- poverty, high- minority schools. Qualitative research methods including individual interviews and focus groups enabled the researcher to gain an in-depth understanding of teachers’ and principals’ perceptions of how school climate and culture, instructional leadership, school mission and vision, and teacher development impact teacher retention in urban, hard- to- staff schools. Data collection included individual and focus group interview data from five principals and 17 teachers with longevity in urban, high-poverty, high-minority schools in Southeastern Virginia. An analysis of the data indicated that administrative support, principal-teacher relationships, shared leadership, clear expectations and instructional leadership are essential to teacher retention in urban, hard-to-staff schools. The results of this study may impact the recruitment and development of school leaders by both districts and school leadership programs.en
dc.description.degreeEd. D.en
dc.format.mediumETDen
dc.identifier.othervt_gsexam:10669en
dc.identifier.urihttp://hdl.handle.net/10919/85529en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectteacher retentionen
dc.subjectteacher job satisfactionen
dc.subjectteacher attritionen
dc.subjecturban schoolsen
dc.subjectprincipal leadershipen
dc.subjecthard to staff schoolsen
dc.subjectleadership characteristicsen
dc.titlePrincipal Leadership Practices Influence on Teacher Retention in Urban, Hard-to-Staff Schoolsen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameEd. D.en

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