The Administrative Perspective on Teacher Retention in High-Need Districts

• In Event: Leaders' Enactment of Equitable Practices

Abstract

This study explored how two minority principals in high-need districts maintained high retention rates through their leadership styles and supports offered to teachers. Both principals created effective lanes of communication and prioritized collaboration, mentorship, and leadership development within their staff. These are markers of transformational leadership which helps create a positive environment and increased job commitment. This allowed these principals to overcome the typical barriers to retention present in high-need districts and their experiences can serve as a templet to others. The supports these principals prioritized were teacher-centered and mirrored the supports teachers are known to desire from prior research, cementing the need for teacher and principal perspectives to be aligned when trying to increase retention rates. Principal, Leadership, Retention.

Authors

• Jenna G. Zietowski, Saint Joseph's University

• Stacy I. Olitsky, Saint Joseph's University