Inspiring Teachers to Stay: Feeling safe, supported and successful. Isn’t that what we all want fr

Photo Credit: The Wallace Foundation

We know that retaining teachers is a key success factor in student achievement and the overall ability of the school to function over time (Player et al., 2017). So, what do we do about the fact that teachers are leaving schools that serve large concentrations of poor, low-performing and non-white students at an unprecedented rate (Boyd et al., 2011)? In answering this question, we must consider what we all want out of any professional opportunity that requires us to take risks, work hard and not always know what our hard work will yield. Here is a start:

1. Invest in the physical space

If teachers perceive that they don’t have the basic schools supplies necessary to teach students or they feel they don’t have access to safe spaces that are conducive to learning, all teachers, particularly new teachers cannot be expected to do their jobs effectively. This leads to attrition amongst new teachers in these environments, which are predominantly schools that enroll predominantly, low-income, urban, students of color (Ladd et al., 2011).

2. Hire inspiring, collaborative Principals who are invested in teacher development

Multiple studies show that the most dominant factor in teacher retention is principal leadership. Some of the actions that this leader might take to secure staff include: seeking a shared vision with the team, creating time for collaborative planning and creating opportunities for teachers to grow professionally (Ladd et al., 2011).

Wouldn’t you be more motivated to stay in a job if you had a boss who was on your team, invested in your success and cared whether or not you stuck around?

3. Make sure the teachers are in the right job at the right school

Studies show that teachers are likely to stay in their jobs if they feel as though their needs and abilities meet the requirements of the profession (Player et al., 2017). Teacher preparation programs and/or school onboarding orientations should give incoming teachers the opportunity to simulate and role-play real-life teaching challenges and scenarios. These programs, if developed and implemented with care will lead to teachers who are more prepared when they enter the classroom.

Supporting our teachers is critical to the success of our students and ultimately the future of generations to come. We must invest in our teachers through the facilities in which they work, the leaders who support them and the training and support they receive before they enter the classroom.

Ila Shah is a graduate student in the Education Leadership and Policy Studies program at Boston University. Ila has over 15 years of experience in non-profit management with a focus on executive recruiting, specializing in educational environments. She has worked with a number of charter schools and other educational institutions to hire executive level staff. Upon the completion of her degree, Ila plans to further her recruitment efforts by designing and implementing leadership development programs for educational professionals.

References:

Ladd, H.F. (2011). Teachers’ perceptions of their working conditions: How predictive of planned and actual teacher movement? Educational Evaluation and Policy Analysis, 33(2), 235-261

Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). The influence of school administrators on teacher retention decisions. American Educational Research Journal, 48(2), 303-333.

Player, D., Youngs, P., Perrone, F., & Grogan, E. (2017). How principal leadership and person-job fit are associated with teacher mobility and attrition. Teaching and Teacher Education, 67, 330-339.