Teacher turnover is a systemic problem that negatively impacts student success and contributes to the achievement gaps in hard-to-staff schools. Also, in the United States, teacher attrition is a financial burden that diminishes educational resources. The purpose of this study is to explore three models to provide an in-depth understanding of the precise leadership practices that enhance the commitment and retention of teachers. The research grounded in the Path-goal theory utilized a comparative case study method to explore the teacher attrition phenomenon. The following three research questions guided the investigation of three purposefully selected cases to provide a thorough explanation of the problem: (1) What is the relationship between leadership behavior and retention? (2) What is the relationship between leadership behavior and teacher commitment? (3) What are the specific leadership behaviors that promote teacher commitment and retention? Holistic coding and a cross-case analysis revealed that leadership directly influenced teachers’ commitment, and teachers’ commitment had a significant impact on retention. Specifically, supportive leadership practices with a focus on emotional support positively affected teachers' commitment and retention. An aggregation of the identified codes prompted the formation of seven themes for supportive leadership practices that contribute to teacher commitment and retention. The thematic descriptions led to the theoretical composition of seven specific situational leadership practices that positively supported teacher retention.
|Advisor:||Phillips, Richard, Carlson, Patricia|
|Commitee:||Ennis, Michele, Pepukayi, Sharon, Rathee, Nirmaljit|
|School:||Delaware State University|
|School Location:||United States -- Delaware|
|Source:||DAI-A 79/10(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration, Education|
|Keywords:||Commitment, Leadership, Principal, Retention, Teacher, Turnover|
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