Retaining Teachers: Intentional Invitational Action and Social Justice Leadership as Driving Forces

• In Event: Promoting Social Justice Teaching for Success

Abstract

Social justice challenges and teacher retention challenges comprise crises in urban school districts across the nation. And despite literature linking principal leadership with school ethos, little is known as to how the use of an invitational leadership style with a social justice orientation has a connection to the retention of teachers in urban settings. This study used a qualitative case study survey design that was conducted at two urban school district settings, one in the West and the other in the Midwest. The analysis found a connection between the principal using an invitational leadership style, and the presence of a strong social orientation that helped to retain teachers. These findings present implications for scholars and practitioners.

Authors

• William McDowell, University of Central Missouri

• Barbara Nell Martin, University of Central Missouri