Teacher retention has become a more pertinent topic in the field of education. This study explored the relationship between teacher retention and the leadership style of the school principals. The study aimed to look at servant leadership as a leadership style that when used by the school principals, would retain teachers. Participants were 211 teachers that ranged in a variety of teaching years of experiences in a suburban kindergarten through eighth grade school district in the southwest valley of Phoenix. The participants took a survey about their perceptions of their principal’s servant leadership characteristics and reported on their intent to stay at their current school at the end of the school year. The survey that was used was the Servant Leadership Inventory. There were 158 surveys returned. A chi-square analysis was used in order to determine if there was a relationship between a teacher’s decision to stay and the average of the Servant Leadership Inventory they completed on their principal. A relationship between a teachers choice to stay in their positions and their principals servant leadership style was discovered. Results are discussed in terms of implications for helping to retain teachers. The results of the study showed that when teachers at all levels of experience perceive their principal using servant leadership characteristics, teachers were more likely to stay at their schools, whereas when teachers of all levels of experience do not perceive their principal using servant leadership characteristics they are more likely to leave.
|Commitee:||Davidson, Frank, Conrad, Robyn, Olson-Stewart, Kelly|
|School:||Northern Arizona University|
|School Location:||United States -- Arizona|
|Source:||DAI-A 81/11(E), Dissertation Abstracts International|
|Keywords:||Servant leadership, Teacher retention|
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