Administrative Climate and Novices' Intent to Remain Teaching

An examination of individual teacher engagement and school climate characteristics that influence highly effective veteran teachers to remain teaching in low-performing schools.

“…There is compelling evidence that retention of quality teachers and school leaders are important to successful schools (Chetty, Friedman, & Rockoff, 2014;Clotfelter, Ladd, Vigdor, & Wheeler, 2007;Kraft, Marinell, & Yee, 2016;Pogodzinski, Youngs, Frank & Belman, 2012). Research reveals that teachers' daily preparation, instruction, and interactions with students in the classroom are critical to yielding student achievement gains (Chetty et al, 2014;.…”

“…Research reveals that teachers' daily preparation, instruction, and interactions with students in the classroom are critical to yielding student achievement gains (Chetty et al, 2014;. Research asserts that any recognition and support extended to teachers by leadership would enhance teachers' intent to remain teaching (Boyd et al, 2011;Cherng & Halpin, 2016;Pogodzinski et al, 2012). The Interstate School Leadership Licensure Consortium (ISLLC) standards and Professional Standards for Educational Leaders (PSEL) state explicit standards for school leaders to "maximize student learning and instruction" (Fuller, Williams, Nash, & Young, 2016, p. 19).…”

“…Additional teacher characteristics that are salient to stemming teacher attrition include teachers' perceptions of school leaders, and the relationship between novice teachers and school leaders which were also highlighted as strong predictors of a teacher's intent to remain or leave the profession, particularly in low-performing schools (Pogodzinski et al, 2012). Further, predictors of teachers' intent to remain teaching in low-performing schools were the level to which they felt recognized by school leaders, felt safe in the school environment, and experienced collegiality with peers (Boyd et al, 2011;Kraft, Marinell, & Yee, 2016;Pogodzinski et al, 2012).…”

“…Further, predictors of teachers' intent to remain teaching in low-performing schools were the level to which they felt recognized by school leaders, felt safe in the school environment, and experienced collegiality with peers (Boyd et al, 2011;Kraft, Marinell, & Yee, 2016;Pogodzinski et al, 2012).…”

“…Teachers are willing to invest their physical, cognitive, and emotional selves in their jobs when the work is meaningful, in a safe environment, with resources readily available to do the job (Kahn, 1990). Creating a safe work environment and providing resources is part of the role of the school leader (Fuller et al, 2016;Pogodzinski et al, 2012). Based on Macey and Schneider's (2008) engagement framework, teachers who trust their leaders to take care of their needs will be willing to invest their physical, cognitive, and emotional selves into the job (Christian, Garza, & Slaughter 2011;Macey & Schneider, 2008).…”