Abstract
The overarching purpose of this study was to identify the most effective ways for school leaders to improve novice teacher retention at the secondary level. This study examined how leaders at two separate middle schools provided instructional support to new and novice teachers.
The significance of the study is derived from the empirical reality of its problem of practice, its resonance across the state and nation, and the combination of qualitative and quantitative effects that allow for systematic analysis. Empirical research by Papay et al., (2017) documented teacher attrition ranging from 44% to 74% within the first five years of teaching, compared to much lower rates in other professions. This “retention crisis” is particularly acute in economically disadvantaged regions, where “hard-to-staff” schools are often characterized by lower student achievement, higher disciplinary rates, and reduced parental involvement (Holmes et al. 2019). Addressing the "retention crisis" through strategic leadership support for novice teachers is essential. The problem of teacher retention has been a challenge for over twenty years (Darling-Hammond & Carver-Thomas, 2019; Ingersoll, 2003; Papay et al., 2017). Therefore, this study seeks to determine what actions leaders take to support novice teacher retention.
The study examined the impact of leadership practices on teacher retention. Specifically, the identification of leadership practices that are effective for retaining new teachers in suburban districts, with potential applications for other regions experiencing similar challenges. The research questions that framed the study examined influences exerted by contextual factors, a teacher’s sense of belonging, and leadership practices geared toward novice teachers.
A mixed methods approach was used in the study to address the retention crisis. It integrated qualitative analysis from interviews with novice teachers and administrators, along with quantitative data from the state’s school-based climate survey. The application of this mixed methods approach helped identify, through both administrator and novice teacher feedback, the leadership practices currently employed, the perception by novice teachers, and potential areas for improvement. The combination of quantitative and qualitative data yielded prescriptive recommendations for improvement of practice that are logically directed toward improved results: the increased retention of novice teachers in the identified sites and potentially region and statewide.
Three central categories emerged from the findings shaping novice teacher retention: Collaboration, Organizational Fit and Leadership Support. Findings suggest that no one single practice operates independently; instead retention emerges from a constellation of supports that reinforce teachers' sense of efficacy, belonging, and professional value. From these findings, three primary leadership recommendations emerged: (1) clear communication of school-wide goals at the beginning of the year to provide a common target of achievement and create an alliance among teachers, (2) creation of opportunities for teachers to feel valued for the work they do in the form of public individualized recognition, and (3) provision of instructional support such as professional development, coaching, collaboration with peers, and on-going support from mentors.
