How a principal's action as an invitational leader with a social justice orientation can serve as a factor in recruiting and reciprocally retaining teachers at high-poverty, high-minority, high needs urban high schools
The number of individuals going into the teaching profession was dwindling at a time when the rate of retirement and people leaving the profession was increasing. Sutcher et al. (2016) noted that in 2015-16, the United States was short 64,000 qualified teachers. They predicted this to grow to as much as 300,000 teachers needed per year by 2020 and up to 316,000 by 2025. The COVID-19 pandemic may exacerbate this challenge even more (Page, 2020). Teachers need to be recruited, supported, and retained in high-poverty, high-minority, high-needs, urban high schools (Freedman and Appleman, 2008; Greenlee and Brown, 2009; Hughes, 2012; Petty, et. al, 2012; Podolsky, et. al., 2016; Simon and Johnson, 2015; Stotko, et. al., 2006; Waddell, 2010). In a time when inequities are being exacerbated in the field of education, the principals and the teachers will be called upon to do more with less (Page, 2020). Empowerment of school principals who are willing to take on the schools that are the most challenging (Bartanen, 2019; Levin and Bradley, 2019) is needed. They must to be trained to demonstrate leadership dimensions and supporting actions (Martin and Miller, 2017) that can guide them to build a team of team of irreplaceable teachers (The Irreplaceables, 2012), which will build collective efficacy (Hattie, 2016) to help students furthest from opportunity reach their high potential in academic and personal achievement. In the contention of Martin and Miller, (2017) aligning the dimensions of invitational leadership (Purkey and Novak, 2016; Purkey and Siegel, 2003) with action and self-reflection of social justice leadership for principal leadership will better prepare principals leading schools with diverse populations. This study further contends that if the principal's action as an invitational leader with a social justice orientation it will serve as a factor in recruiting and retaining teachers in the schools where they are needed most.
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