ANNONATED
BIBLIOGRAPHY 1-8
2
Topic: The Impact of Principal Leadership on Teacher Retention
Abitabile, A., Khlafhen, M., & Kiger-Williams (2019). Special section: Teacher and teacher
retention shortages: Administrative support and mentoring are key. Principal
Leadership, 20(1), 26-33.
This reference focuses on teacher retention and teacher shortages. Researchers
interviewed two principals and a teacher from different parts of the United States. The
purpose was to discuss ways to implement strategies and ideals that can help change the
narrative of teacher shortages and retention. Teacher retention was extremely difficult in
rural areas especially for younger teachers. Teachers left due to salary, commute, lack of
control over curriculum being used in the classroom. There were strategies implemented
to keep teachers such as mentoring programs for all teachers, involvement in leadership
and extracurricular opportunities, and collaborative learning between veteran and new
teachers. Principals also reflected upon their own practices and communicated with
veteran and new teachers about leadership, attitudes, and actions within the school.
Moreover, principals shared the importance of being visible, providing encouragement,
get to knowing staff beyond the education realm. The teacher in this research noted the
importance of administration valuing their concerns, following through, trust, and
allowing them to teach and do what is best for their students. This article supports my
paper by describing through an interview format of how teacher retention and shortages
are being addressed throughout the United States. It also shares the important skills
teachers want their leadership to have within a school building.
ANNONATED
BIBLIOGRAPHY 1-8
3
Abitabile, A.W. (2020). Making teachers stick: How school leadership affects teacher retention.
Principal Leadership, 20(5), 50-53.
This is yet another reference that discusses teacher retention but puts an emphasis on
leadership being a key aspect. It shares how important the effectiveness of a principal is
on retaining teaching staff each school year. The sole purpose of teachers leaving was
due to lack of administrative support. Abitable stresses the concern for this with statistics
on the rate of teachers leaving the profession and estimations for the high need for
teachers in the future. In this reference, teachers are less likely to leave the profession
when they have job satisfaction which is proven by leadership. This study goes on to give
strategies on how principals can change their teachers’ perception of them throughout the
school building. Principals should be seen within buildings so teachers can interact with
them. Principals should be visible to create positive relationships and allow for
communication with students and staff. Principals should follow through and provide
honest feedback and be personable by allowing staff to understand their beliefs and
values to create a collective culture within the building. Principals should not be solely
focused on management and office tasks. They need to be creating effective relationships
to build teacher morale to ensure retention. This article is beneficial to my paper by
describing the statistical data behind teacher retention and provides the importance that
leadership plays in teacher job satisfaction. It also provides ways that principals can be
effectives leaders within the building to build teacher morale.
ANNONATED
BIBLIOGRAPHY 1-8
4
Baker, Hill, J., Portwood, B., Smith-Harrah, E., & Hall Sutherland, D. (2022). One size does not
fit at all: How leadership strategies affect teacher satisfaction and retention. The Journal
of Cases in Educational Leadership, 25(4), 378-393.
https://doi.org/10.1177/15554589221120776
This study focuses on the plummeting rates of teacher retention by examining teacher
surveys about the leadership of their principal, Debbie Smith. She is an experienced
principal who flourished in keeping highly effective educators at her schools in the
northeast. However, she is struggling with keeping teachers at a high-needs school in
South Carolina. Debbie was purposefully placed there by district leaders due to her
success in retaining educators in her principal experience. The goal that Debbie placed
upon her school was taking control of all administrative duties and then began
implementing strategies to support both the teachers and students. She focused on
implementing a mentoring program, monthly and weekly professional development, data
meetings, jeans month, expense free meals, and allowing them to focus on teaching
responsibilities. This study proved that these strategies did not improve teacher retention.
Teachers filled out a survey based on her implementation and felt disgruntled,
unsupported, devalued, and as if they had no voice. Teachers felt overwhelmed and not
involved with decisions within the school. Debbie felt defeated and unsure of how to
move forward to better support her teachers. This article will be beneficial to my paper
because of the thinking process about how principals think about implementing strategies
to help create a collective culture. Additionally, this also allows to dissect the viewpoint
of teachers even after the strategies were implemented and viewing things that are
contributing to teacher turnover.
ANNONATED
BIBLIOGRAPHY 1-8
5
Ch, A.H., Ahmad, S., Malik, M., & Batool, A. (2017). Principals leadership styles and teachers’
job satisfaction: A correlation study secondary level. Bulletin of Education & Research,
39(3), 45-56.
The purpose of this study was to investigate the relationship between principals
leadership styles and teachers job satisfaction. The study was conducted on 200 educators
in public high schools. Teachers were given questionaries sectioned into three parts. The
first part of the questionnaire focused on demographics. The second part was related to
the two leadership styles being studied which were autocratic and democratic. The third
part was related to their job satisfaction. After the surveys were analyzed, the study found
that there was an extremely positive relationship between democratic leadership and job
satisfaction. Democratic leaders allow teachers to work freely and allows teachers to have
a voice. There was a negative relationship between principals who used an autocratic
leadership style. This style does not allow for teachers to work freely. The limitation of
this study is that it was conducted in secondary schools. The study recommended that
principals should use democratic leadership and avoid autocratic leadership. This study
supports my paper because it shows the affect particular leadership styles have on job
satisfaction. It also provides recommendations on how principals can shift and adopt a
new style of leadership.
Hoque, K. E., & Zarin, T.R. (2023). Relationship between principals’ leadership styles and
teachers’ behavior. Behavioral Sciences, 13(111), 1-14.
This quantitative research study investigates four different leadership styles and how they
affect teachers’ behavior. The goal of the research was to see how the four leadership
styles, instructional, democratic, transformational, and laissez-faire, relate to their
ANNONATED
BIBLIOGRAPHY 1-8
6
prosocial, psychometric, and emotional behaviors. The authors noted that understanding
individuals’ emotions create an effective work environment and allows principals to
understand how to effectively lead. Teachers were asked a survey of research questions
that were self-administered in a three-part series that collected demographics, leadership
practices, and how principals handled their emotions. It was shown that most teachers
perceived a leadership style to be democratic, instructional, and then transformational.
The research concluded that democratic leadership are more aware of their teachers and
their emotions, and a transformational leadership cared for their teachers but had a weak
relationship. The study also found that the leadership style that addresses teachers’
emotional behavior is democratic. It also found that instructional leadership is the most
popular leadership style but principals using this do not respond well to teachers’
emotions. The limitation of this study is that that it only focused on the perceived notion
of teachers and further study should be conducted on how leadership affects students,
district officials, and stakeholders. This article is beneficial to my paper because it
explains the different types of leadership styles within school buildings and how teachers
perceive them based on the survey. It helps solidify the different leadership styles and the
effectiveness it has on educators.
Sulit, A. (2020). Leadership can’t stand alone: Why school districts need policy to increase
teacher retention. eJournal of Education Policy, 21(2), 1-22.
https://doi.org/10.37803/ejepF2008
This research-based article focuses on the impact of distributive leadership on teacher
retention in Arizona elementary and middle schools. After a principal focus group,
teachers were asked to participate in teacher interviews. They were asked a series of eight
ANNONATED
BIBLIOGRAPHY 1-8
7
questions about leadership based on personal beliefs, experiences, and within their school
building that were formed from three initial research questions. The finding of the study
was that teacher retention could be improved by making a difference in the classroom,
administrative support, work/family balance, and not asking teachers to take on extra
tasks and responsibilities in their classrooms. Additionally, the study noted that teachers
experienced distributive leadership through administrative support, teacher leadership
within the school, and being involved with decision making. Also, this study noted that
teachers experienced distributive leadership as having a positive, negative, or no impact
at all. The limitation within this study is that it was only conducted on elementary and
middle school teachers in Arizona. After the data was analyzed, recommendations and
implications were made for policy makers to help with the need of teacher retention. This
study relates to the topic because it discusses a leadership style and its effects on teachers.
It also discusses implications and needs to help collaborate with policy makers to help
with teacher retention because leadership cannot stand alone.
Young, S. (2018). Teacher retention and student achievement: How to hire and retain effective
teachers. Delta Kappa Gamma Bulletin, 84 (3), 16-21.
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/scholarly-
journals/teacher-retention-student-achievement-how-hire/docview/2068463617/se-2
This reference focuses on the importance of hiring and keeping highly effective teachers.
Young explores the effect teacher retention has on student achievement, why teachers
leave, traits of effective teachers, and how to keep teachers. Teacher turnover causes
lower student achievement and negatively affect school communities. Teacher turnover is
more probable in schools with poor leadership and high poverty in both rural and urban
ANNONATED
BIBLIOGRAPHY 1-8
8
areas. Teachers leave due to lack of administrative support, community support, salary,
behavior, and no influence over school policy. Effective teachers have excellent
classroom management, collaborated with others within the school, created positive
relationships with administration and parents, open to new curriculums, had work/home
balance, and showed capacity for growth. For highly effective educators to stay,
principals must offer professional development opportunities, a positive work
environment, leadership opportunities, and assign mentor teachers. Additionally, teachers
are more likely to stay if they are given a chance to voice their concerns, teach within
their certification without fear of being moved to a different position, and have
administrative support. This article supports my paper because it gives statistics on
teacher retention and shares strategies on how to keep highly effective educators.
Van der Vyer, C.P., Kok, M.T., & Conley, L.N. (2020). The relationship between teachers’
professional wellbeing and principals’ leadership behavior to improve teacher retention.
Perspectives in Education, 38(2), 86-102.
https://doi.org/10.18820/2519593X/pie.v38.i2.06
The authors research focused on the relationship between the well-being of teachers and
leadership behaviour used by principals in South Africa This study used a quantitative survey to
ask questions regarding psychology and leadership. 20 pre-selected schools were used to conduct
this survey. The leadership styles that were studied were transformational, transactional, and
laissez-faire. The psychology behaviours that were studied were anxiety, depression, comfort, and
enthusiasm. The findings of the study concluded that transformational and transactional
leadership positively contributed to the well-being of teachers’. Laissez-faire leadership has a
negative influence on their well well-being. This concluded that if leaders want their teachers to
stay, then they need to use transformational and transactional leadership. Additionally, if teachers
ANNONATED
BIBLIOGRAPHY 1-8
9
experience positivity towards their well-being, then they are more likely to stay. The limitation of
this study is that it was conducted in South African schools. Nonetheless, this article is beneficial
to my paper because it discusses the effect different leadership styles have on teacher retention.
Powered by TCPDF (www.tcpdf.org)
