The positive practices of principals and effects on teacher retention
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The ongoing exodus of teachers from the classroom presents a critical challenge to educational and economic systems across the United States. This qualitative, phenomenological dissertation explores how school principals influence teacher retention, specifically identifying the positive leadership practices contributing to educators' decisions to remain in the profession. Using Mason and Matas' (2015) Four-Capital Theory as a theoretical framework, which encompasses human, social, structural, and positive psychological capital, the study centers teacher perspectives from diverse school settings across Missouri. Findings reveal that principal practices grounded in trust-building, instructional competence, and personal and professional support play a pivotal role in fostering teacher retention. The insights generated inform principal preparation programs, school districts, and policy organizations seeking to address teacher attrition through leadership development.
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