Rethinking Teacher Retention in Hard-to-Staff Schools

Authors

Barbara Holmes, Winona State UniversityFollow
DeJuanna Parker, Winona State UniversityFollow
Jamel Gibson

Files

Description

National, state, and local educational agencies identify teacher retention as an issue of continuous importance and concern. This report addresses the issue of teacher retention through the lens of administrative effectiveness and involvement, as well as teachers’ intrinsic motivations. Relevant findings include structural framing of the educational environment, student behaviors, school district demands for improvement, and teacher perspectives on administrative support. The report iterates that teacher retention does not have a one-size-fits-all solution, and that each school division and individual school must work purposefully to devise plans to retain its most effective teachers.

Publication Date

1-1-2019

Publisher

Clute Institute

Keywords

Teacher Persistence, Labor Turnover, Administrator Role, Work Environment, Student Behavior, Teacher Motivation, Principals, Teacher Retention, Schools

Department

Education Doctorate

Catalog Link

http://files.eric.ed.gov/fulltext/EJ1203451.pdf

Disciplines

Education

Comments

Contemporary Issues in Education Research, v12, n1, p27-30, 32-33, 2019, ISSN: 1940-5847

Recommended Citation

Holmes, Barbara; Parker, DeJuanna; and Gibson, Jamel, "Rethinking Teacher Retention in Hard-to-Staff Schools" (2019). Education Doctorate Faculty Works. 3.
https://openriver.winona.edu/educationeddfacultyworks/3