Journal of Educational Leadership in Action

Teacher Retention: Retaining Teachers in High-Needs, Urban Secondary Schools in a Midwest State Post-Pandemic

Christopher K. SchmitFollow
Erin Lehmann, University of South DakotaFollow
David Swank, University of South DakotaFollow
Sue Alborn-Yilek, University of Northern IowaFollow
Tasha Dannenbring, University of South DakotaFollow

Abstract

Teacher retention has been a challenge for most schools for several years. High-needs schools have been known to have twice the trouble with teacher retention as schools not considered high-needs. The purpose of this study was to identify effective practices school principals can implement to retain teachers at high-needs, urban secondary schools. This quantitative study called on teachers from high-needs schools in Iowa to complete a survey identifying principal qualities related to retention, perceived reasons for teacher attrition, and reasons they continue to teach at their current school. Three hundred eighty-five teachers from five different Iowa school districts participated in the study. The findings of the study suggest teacher attrition and retention revolves around three main elements—Leader Member Exchange (LMX), teacher allocations, and school climate.

Recommended Citation

Schmit, Christopher K.; Lehmann, Erin; Swank, David; Alborn-Yilek, Sue; and Dannenbring, Tasha (2023) "Teacher Retention: Retaining Teachers in High-Needs, Urban Secondary Schools in a Midwest State Post-Pandemic," Journal of Educational Leadership in Action: Vol. 9: Iss. 1, Article 1.
DOI: https://doi.org/10.62608/2164-1102.1139
Available at: https://digitalcommons.lindenwood.edu/ela/vol9/iss1/1