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The Critical Role of Instructional Leadership in Teacher Retention in Latin American Schools

Sun, April 27, 8:00 to 9:30am MDT (8:00 to 9:30am MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 403

Abstract

This study examines the role of school leaders in improving teacher retention in Latin America, particularly in addressing educational inequality through enhancing teachers' school experiences. Utilizing TALIS 2018 data from Chile, Argentina, Colombia, and Mexico, our research draws from the extensive literature on instructional leadership and uses Structural Equation Modelling to identify factors associated with teachers' intentions to leave. The findings reveal a significant association between effective instructional leadership, reduced intentions to leave, and enhanced job satisfaction. However, in two countries, teacher cooperation was unexpectedly correlated with higher exit intentions, while self-efficacy had a marginal influence. The study provides a nuanced understanding of instructional leadership in fostering supportive environments and recognizing teacher value to mitigate turnover across diverse educational systems.

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