Date of Award
Doctor of Education (EdD)
Throughout this study, the researcher sought to find the key strategies needed to have positive teacher attrition. These findings were measured by the Kouzes and Posner (2002) Leadership Practice Inventory data, as well as staff focus group dialogue with selected school. The participant groups consisted of six elementary schools in a Southwest Virginia school system. Throughout the study, efforts have been made by division leaders to obtain and attract great teachers. Efforts were also made to keep great teachers. Neason (2014) estimated that “over 1 million teachers will move in and out of schools annually and between 40 and 50 percent quit within five years” (p. 1). As stated by Bernardo (2015), there were many factors that should be considered when investigating teacher retentions such as school climate, leadership practices, compensation, academic environment, teacher empowerment, and teacher turnover. The researcher used a mixed method approach to review quantitative data from the Leadership Practice Inventory, as well as to collect qualitative perceptions, strategies, and best practices from school staffs in their educational settings. The data from the Leadership Practice Inventory and the informal focus group dialogue with teachers were developed, analyzed, and summarized in order to obtain knowledge as to the skill sets and strategies these leaders used to create positive teacher attrition. The data from the study indicated that the teacher’s perceptions of the leadership style of the principal affects teacher retention.
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Singletary-Johnson, Tamika Danielle, "An Exploration on Perceptions Influencing Teacher Retention in Urban School Settings as Gauged by Kouzes and Posner's Leadership Model on the Principal's Leadership Styles and the School Climate" (2017). Education Dissertations and Projects. 260.