How Can School Leaders Retain Teachers? The Relative Importance of Different Administrative Supports for Teacher Retention in Different Types of Schools

Autor/inn/en	Tran, Henry; Cunningham, Kathleen; Yelverton, Valerie; Osworth, Dave; Hardie, Suzy
Titel	How Can School Leaders Retain Teachers? The Relative Importance of Different Administrative Supports for Teacher Retention in Different Types of Schools
Quelle	In: NASSP Bulletin, 107 (2023) 3, S.185-217 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tran, Henry) ORCID (Osworth, Dave)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/01926365231198858
Schlagwörter	Teacher Persistence; Middle School Teachers; High School Teachers; Rural Schools; Urban Schools; Teacher Administrator Relationship; Teacher Attitudes; Leadership; Faculty Mobility; Rural Urban Differences; South Carolina + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Lehrerverhalten; Führung; Führungsposition; Stadt-Land-Beziehung
Abstract	In this study, we examine teachers' perceptions concerning the relative importance of different administrative supports for teacher retention across school levels (i.e., middle and high schools), retention status (i.e., low or high), and locale (i.e., rural and urban). Results from our Best--Worst Scaling analyses, with a sample of 178 South Carolina teachers from 12 schools, indicate respect as the most important type of administrative support for the full teacher sample, and subgroups (school type, retention status, locale). The relative importance of other types of supports suggested heterogeneity across settings. Results are supplemented with qualitative teacher interview data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01