Teacher Retention: A Systematic Review of Empirical Literature in U.S. Public Schools Through the Lens of Job Embeddedness Theory: 2005-2024 (Poster 5)

• In Event: What Works for Enhancing Teaching and Teacher Outcomes: Evidence From Systematic Reviews and Meta-Analyses

Abstract

Teacher retention is a significant issue for American public schools which struggle to retain novice and veteran teachers alike. Focusing on research proven strategies, this systematic review examines the scholarly literature on teacher retention at traditional American public schools published from 2005-2024 through the lens of Job Embeddedness Theory (JE). JE is known as “the theory of staying” (Holtom & Inderrieden, 2006, p. 436) and uses the dimensions of fit, links, and sacrifice to explain how employee assimilation and connection to the organization and community facilitates employee retention. This review provides a systematic review of quantitative, qualitative, and mixed methods research offering scholars and practitioners insights into strategies for improving the retention of valuable teaching staff in schools.

Authors

• Jessica Ann Cuneo, Clemson University

• Ashley Palermo Levesque, Clemson University

• Benjamin Kruid, Clemson University

• Jessie L. Peterson, Clemson University

• Courtney Tate, Clemson University

• Allison Hernandez, Grand Canyon University