Differential Effects of Instructional Coaching on Teacher Retention: Keeping Teachers in State, in District, and in School

• In Event: AERA Roundtable Session Sunday 1:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Teacher Collaboration, Recruitment, and Innovation (Table 9)

Abstract

Teacher attrition is detrimental to student learning and a growing threat post COIVD-19. Instructional coaching programs are a known and effective option for reducing attrition, but studies on their impact are inconsistent. We examine the effects of a teacher coaching program on teacher attrition with analytic considerations for its effectiveness at the school, district, and state level. Using longitudinal data from the North Carolina New Teacher Support Program, we found coaching to have a significant positive effect on teacher retention at all three levels and for vulnerable subgroups of teachers and schools. The results can be used to inform educational leaders considering investment in coaching programs and offer guidance for the subgroups of schools and teachers most likely to benefit.

Authors

• Jada Marie Deiderich, Charlotte Mecklenburg Schools

• Kyle T. Cox, University of North Carolina - Charlotte

• Anne Henry Cash, University of North Carolina - Charlotte

• Marah Lambert, University of North Carolina - Charlotte

• James Birkett, North Carolina State University

• Elizabeth M. Hodge, East Carolina University

• Jason Michael Miller, Eastern Kentucky University