RETENTION OF EFFECTIVE TEACHERS IN A HIGH-NEED, LOW-INCOME SCHOOL COMMUNITY: EXPLORING PRINCIPAL LEADERSHIP ACTIONS

Abstract

Classroom teachers are the most important school-based predictor of student growth and achievement and are especially so when they are highly effective. Yet previous research has suggested that it is difficult to retain teaching staff in high-need, low-income school communities (Carver-Thomas & Darling-Hammond, 2017a). Indeed, many schools serving at-risk school communities lose up to 50% of their staff every five years, and novice teachers (1–4 years of experience) are especially susceptible to high turnover rates (Carver-Thomas & Darling-Hammond, 2017a). Sadly, teacher retention rates are often the lowest in high-need schools that serve a large proportion of low-income students. Teachers therefore are not serving the students who need them the most. This has become an equity issue within public schools in the United States. The purpose of this qualitative case study was to document and describe the leadership actions that a building principal takes to influence working conditions in their schools. The study focused on one school principal and members of the school team who worked in one high needs, low-income school community. The researcher analyzed interview data from teachers, administrators and the principal, and used this data along with document and field note reviews to produce themes. Analysis indicates that principal leadership influences teacher working conditions in a high-needs, low-income school community and that this might potentially improve teacher retention. Findings from this study largely align with previous research, which shows that many teachers leave schools due to working conditions rather than student demographics or achievement outcomes. Analysis suggests the principal took four leadership actions to improve teacher working conditions: (1) The principal developed an awareness and connection to the community, which included students, parents/guardians, and teachers; (2) The principal supported the teachers by developing relationships and creating trust within the community; (3) The principal developed systems to build school culture and collective commitment; (4) The principal advocated for the school’s unique, community-based needs. In sum, all of these leadership actions provided support for the teachers, and ultimately, improved working conditions and teacher retention over time. The study has implications for leadership preparation and support as well as discussions about how to conceptualize personnel activities within the context of instructional leadership.