Exploring Teacher Satisfaction and Teacher Retention in a District Supported Community Schools Initiative

• In Event: Community Schools: A Strategy for Supporting and Sustaining (BIPOC) Teachers

Abstract

Nationally, teacher shortages and retention remain a challenge (Carver-Thomas & Darling-Hammond, 2017). The pandemic exacerbated this issue; a 2022 National Education Association survey showed 55% of educators overall, as well as 62% Black and 59% Latino educators, who are already underrepresented in the teaching profession, express intentions to leave (Walker, 2022).

Community schooling can serve as a strategy that encourages teachers of color to stay in the profession (Carver-Thomas & Darling-Hammond, 2017). Community teachers take on various roles, and work in environments built on positive relationships where teacher voice is valued (Coalition for Community Schools, n.d.). Community teachers also develop contextualized knowledge of students' culture, community, and identity, which mitigates feelings of isolation and frustration, and can influence longevity.

While research suggests that community schools can retain teachers of color effectively, there has yet to be a study that tests whether and how the approach impacts retention. Hence, to explore whether community schools can be an effective strategy for teacher retention, this study compares teacher retention and satisfaction between community and traditional school teachers within a large, urban district in California that has supported a Community Schools Initiative since 2019.

We analyze school-level data from 2018 to 2023, focusing on the first cohort of district community schools (CS; N = 17) participating in the Community School Initiative, with traditional district schools (TS) chosen as comparisons based on similar school-level characteristics. Additionally, we analyzed teacher satisfaction data from the district’s School Experiences Survey, which collects feedback on academics, socioemotional learning, and school climate from teachers, staff, students, and parents.

To calculate teacher retention, we categorized teachers as new, stayers, and leavers based on their presence in consecutive years. The retention rate was calculated by dividing the number of stayers by the total number of teachers from the previous year. This analysis covered the years 2019 to 2023 and included all schools in the sample, community schools, and comparison schools. Additionally, teacher retention rates for BIPOC teachers were determined for all schools in the sample, CS and TS schools.

Based on preliminary findings, Cohort 1 CS and TS retention rates are comparable, declining slightly in 2022-23—a school year that presented challenges as schools negotiated a transition from remote to in-person learning. Initially, CS had higher retention rates, but in 2022-23, it dropped below TS. Similar trends occur among BIPOC teachers. While teaching satisfaction and PD-related items improved among CS teachers, enjoyment of the school, autonomy, and educator support were lower for teachers in CS compared to teachers in TS. Overall, community school teachers demonstrated higher or comparable retention and satisfaction rates in years preceding the pandemic. A sharp decline in rates coincided with COVID and a return to in-person learning.

Preliminary findings warrant further investigation. Next steps involve studying teacher retention and satisfaction by school, comparing rates among BIPOC teachers, and examining the practice of “shifting” to out-of-classroom roles to understand impact on retention. Additional analyses will provide a clearer understanding of the impact of community schools in retaining teachers.

Authors

• Jeffrey Yo, Curriculum Associates/University of California - Los Angeles

• Cora Watkins, Los Angeles Unified School District