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Topic Statement
Teachers face a “challenging profession with high levels of stress and mental
disorders…” (Van der Vyer et al., 2020, p. 86). These challenges also include the retention of
highly qualified teachers which can be related to many factors. Research indicates that the
United States loses 8 percent of teachers each year and 50 percent resign before they get to
retirement (Abitabile, 2020). Sulit (2020) shares that “current educational research identifies the
significant relationship between principal leadership and teacher retention” (p. 2). Many
educators are leaving the profession due to lack of support from administrative teams. (Young,
2020). Furthermore, “teachers’ perception of their principals’ effectiveness can influence a
school district’s ability to retain their teaching staff” (Abitabile, 2020, p. 51). This is even more
challenging in high poverty schools. Teacher retention is valuable to student success. Further
research is needed to identify leadership qualities that will positively impact teacher retention
(Sulit, 2020).
Practices, Policies, and Procedures that Relate to the Topic
There have been few practices, policies, and procedures implemented to help with the
effect of school leadership on teacher retention. However, to help with retention, “federal and
state initiatives provide financial support” such as the College Cost Reduction, Access Act of
2007, and the TEACH Grant (Sulit, 2020). These policies help teachers financially if they
commit to teach for an allotted time frame.
Additionally, each state has different protocols for addressing teacher retention. Secretary
Cardona has called on state officials, governors, and school stakeholders to “commit to
establishing teaching as a registered apprenticeship, invest in evidence-based teacher residency
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programs, establish loan forgiveness programs, and increase the salary” (U.S. Department of
Education, n.d.).
Based on research, there is little evidence to a policy, procedure, or practice for principals
being held accountable for their leadership styles except for their evaluation by district officials.
Teachers do not have much say in a principal’s leadership style until they have left the district or
profession completely. Teachers should have more say in a principal’s evaluation since they are
the ones working for that leader daily.
Steps That Have Been Taken to Address the Topic
To address the issue of principal leaders and teacher retention, district officials will move
administrators around if they know that the principal is effective in retaining teachers but there
was no depth on their leadership style (Baker et al., 2022).
Principals are aware of the issue with teacher retention and are implementing protocols
within their schools to help teachers stay. Principals have been encouraged to have high
visibility, communicate with teachers, implement mentoring programs, be personable, and create
a culture collectively with all staff. This helps create positive relationships between
administration and staff (Abitable, 2020).
Other principals have also established mentoring programs, professional development
based on topics that were of interest to the teachers, created community by hosting a meal, and
hosted jeans month to show support of teachers (Baker et al., 2022).
Even though these qualities show support of teachers, it did not specify their leadership
style and yet there were still teachers who were satisfied and dissatisfied. Nonetheless,
principals are attempting to put steps in place to encourage teachers to stay. As it has been stated,
“research reveals that key leadership behaviors from principals have significant impact when
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teachers are making their decisions about being retained by their school district” (Abitable, 2020,
p. 52)
Importance of the Topic
Principal leadership and teacher retention are important because it is on the minds of
school leaders. (Abitabile et al., 2019). Teacher retention rates are continuously declining in the
United States (Baker et al., 2022). Even though this is alarming, the true revelation for this topic
is considering the leadership styles that are keeping educators and styles that are pushing
educators into other schools or professions. Hoque & Raya (2023) share that effective leaders
use styles that maintain positive relationships with the staff and will use a style that best fits a
teachers’ behavior.
Principals usually follow leadership styles such as laissez-faire, transformational,
democratic, passive-avoidant or a collection of them all (Hoque & Raya,2023). Some principals
may use a servant leadership style. Moreover, distributive leadership has earned
acknowledgement as being the leadership model of the 21st century (Sulit, 2020). Keeping highly
effective educators is important because it affects student success and their leadership styles need
to support quality teaching (Young, 2020). It is empirical to understand that steps have been
implemented for teacher retention but understanding the impact leadership has on this is
valuable.
Biblical Worldview
All leadership points back to God as he is the leader of the world whether individuals
choose to follow him or not. Teachers are going to choose to follow their principal leader based
on their leadership style and approach. Jesus had many followers, and he was a great leader
because he had a servants’ heart. The bible stated the following:
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“But Jesus called them unto him, And said, Ye know that the princes of the
Gentiles exercise dominion over them, and they that are great exercise authority
upon them. But it shall not be so among you; but whosoever will be great among
you, let him be your minister.” (King James Bible, 1769/n.d., Matthew 20:25-26)
Jesus was telling his disciples that leaders should not put their authority on people but
instead have a servants’ heart which is the same approach that a principal should have in the
building. By taking this approach, is it the best way to lead with the best intentions instead of
showcasing pride, arrogance, and authority. Despite their leadership style, they should showcase
a servant’s heart.
Additionally, leaders are individuals you want to follow because you believe in their
tactics which was the same for the individuals who followed Jesus. This does not mean that you
will agree with everything a leader does. Everyone did not always like what Jesus did. The bible
says that “when the righteous are in authority, the people rejoice; but when wicked beareth rule,
the people mourn” (King James Bible, 1769/n.d., Proverbs 29-2). It is easy to be excited to work
with a principal who is a righteous leader, but it is more challenging when they aren’t. Principals
should possess the quality of servant leadership as Jesus showed throughout the bible and
encouraged his disciples to follow that example.
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References
Abitabile, A., Klafhen, M., & Kiger-Williams. (2019). Special section: Teacher and teacher
retention shortages: Administrative support and mentoring are key. Principal Leadership,
20(1), 26-33.
Abitabile, A. W. (2020). Making teachers stick: How school leadership affects teacher retention.
Principal Leadership, 20(5), 50-53.
Baker, Hill, J., Portwood, B., Smith-Harrah, E., & Hall Sutherland, D. (2022). One size does
not fit 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
Hoque, K. E., & Zarin, T. R. (2023). Relationship between principals’ leadership styles and
teachers’ behavior.Behavioral Sciences,13(111), 1-14.
https://doi.org/10.3390/bs13020111
King James Bible. (n.d.). King James Bible Online. https://www.kingjamesbibleonline.org/
(Original work published 1769).
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
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U.S. Department of Education. (n.d.). Fact sheet: The u.s. department of education announces
partnerships across states, school districts, and colleges of education to meet secretary
cardona’s call to action to address the teacher shortage. U.S. Department of Education.
Retrieved August 30, 2023, from https://www.ed.gov/coronavirus/factsheets/teacher-shortage
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
Van der Vyer, C.P., Kok, M.T., & Conley, L.N. (2020). The relationship between teachers’
professional wellbeing and principals’ leadership behaviour to improve teacher retention.
Perspectives in Education, 38(2), 86-102.
https://doi.org/10.18820/2519593X/pie.v38.i2.06
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