Abstract

American education is in crisis. Teacher attrition rates are astronomical and continue to rise post-pandemic. In his executive summary, Pelfrey (2020), a policy and research analyst in the Georgia governor's office, revealed that new teachers are abandoning their careers at steadily increasing rates within the first five years of service. As such, we must further examine teacher retention and the influence of school administrators. In this capacity, this study utilized a qualitative methodology to examine teacher attrition in a high school in Georgia. Specifically, narrative inquiry provided the framework to examine the lived experiences of teachers in this southern school. Although multiple findings emerged from the data analysis, this article focuses on relational leadership and its impact on teacher retention.

Recommended Citation

Burt, Nila J. and Jones, Joseph R. (2023) "Relational Leadership: Reconceptualizing How School Districts Address Teacher Attrition," Journal of Educational Leadership in Action: Vol. 8: Iss. 3, Article 3.
DOI: https://doi.org/10.62608/2164-1102.1129
Available at: https://digitalcommons.lindenwood.edu/ela/vol8/iss3/3