In the midst of teacher discernment, where educators contemplate the decision to stay or leave the classroom at the end of the school year, the role of school leaders becomes pivotal in shaping the trajectory of teacher retention. Investing time in building and maintaining a positive school culture emerges as a crucial strategy for retaining teachers. The impact of teachers on society is emphasized in research, underscoring the need for schools to promote this message as part of their teacher retention efforts (Dutta & Sahney, 2016). Examining the interconnected dynamics of climate, teacher retention, and the leadership’s role in fostering a positive environment is paramount.
Studies, such as those conducted by Malinen & Savalainen (2016), highlight the significant influence of a teacher’s perceived school climate on job satisfaction, burnout, and self-efficacy. The pervasive issue of teacher stress, compounded by the challenges of the pandemic, further emphasizes the importance of a positive school climate in contributing to teachers’ mental health and overall well-being (Gray et al., 2017; Alexander et al., 2020). As teachers grapple with physical and emotional burnout, creating a supportive and positive work environment becomes imperative for retention and education’s overall effectiveness.
The National School Climate Center (2019) defines a school’s climate as the quality and character of school life, reinforcing the idea that schools are mirrors of the societal landscape (Katz & Donohoo, 2022). In the wake of the COVID-19 pandemic, the American Psychological Association advocates for reflection on the psychological factors at play in education (Bouffard, 2022). Encouraging curiosity and fostering inclusive school climates that respect diverse voices and viewpoints are suggested strategies for school leaders to navigate the complexities teachers face (Bouffard, 2022). As a member of a team that serves in schools, how do you contribute to providing and enhancing the positive energy in your school that is essential for student learning? A smile and a kind word go a long way!
Educational leaders play a pivotal role in improving school climate by maximizing the school team and community attributes (Hu et al., 2019). The polarization and division in society, as evidenced by recent Pew Research Center studies (Dimock & Wike, 2021), contribute to the challenges teachers encounter. Therefore, understanding and addressing these external factors become integral to the school’s overall climate and teacher retention efforts.
As we navigate changes in education, it is crucial for educational leaders to listen attentively to educators’ concerns about their working conditions (Goldstein, 2019). Supporting current educators is not only an immediate necessity but also serves as a vital stopgap in retaining qualified professionals within our schools.
The investment in a positive school culture by school leaders is not merely an option but a strategic imperative for addressing the multifaceted challenges faced by teachers contemplating their continued commitment to remain in the classroom or the profession as a whole. Creating an environment where respect, encouragement, learning, and curiosity are practiced in words and action is synergistic.
When we train our eyes to see the good, amazing things happen…may we strive to CHOOSE to share the good!
May we continue to seek knowledge in all things~
Denise
Author’s Note: This blog post uses direct excerpts from an original dissertation publication in its entirety. Please use the following citation when referencing this work:
Ball, Denise M. (2023). Improving Teacher Retention Within Archdiocese of Washington Schools. Doctoral Dissertations and Projects. 5006. https://digitalcommons.liberty.edu/doctoral/5006
Copyright © 2023 Denise Marie Ball
References
Bouffard, S. (2022). Professional learning can lead us to common ground. The Learning
Professional, the Learning Forward Journal. https://doi:learningforward.org/journal/building-community-vided-world/professional-learning-can-lead-us-to-common-ground/
Dimock, M. and Wike, R. (2021). America is exceptional in its political divide. Trust
Magazine. https://DOI:www.pewtrusts.org/en/trust/archive/winter-2021/america-is-
exceptional-in-its-political-divide
Dutta, V. & Sahney, S. (2016), School leadership and its impact on student achievement: The
mediating role of school climate and teacher job satisfaction. International Journal of Education Management, 30(6), 941-958. https://doi.org.ezproxy.liberty.edu/10.1108/IJEM-12-2014-0170
Goldstein, D. (2019). In 13 years of educating reporting, so much has changed. New York Times. https://doi:www.nytimes.com/2019/01/30/reader-center/in-13-years-of-education reporting-so-much-has-change
Gray, C., Wilcox, G., & Nordstokke, D. (2017). Teacher mental health, school climate, inclusive
education, and student learning: A review. Canadian Psychology, 58(3), 203-210.
Hu, B., Li, Y., Wang, C, Reynolds, B. & Wang, S. (2019). The relation between school climate and preschool teacher stress: The mediating role of teachers’ self-efficacy. Journal of Educational Administration, 57(6).
Katz, S. & Donohoo, J. (2022). How to achieve collective efficacy in time of division. The
Learning Professional, 43 (2), 20-23
Malinen, O. & Savalainen, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education, 60, 144-152.
Author’s Note: This blog post uses direct excerpts from an original dissertation publication in its entirety. Please use the following citation when referencing this work:
Ball, Denise M. (2023). Improving Teacher Retention Within Archdiocese of Washington Schools. Doctoral Dissertations and Projects. 5006. https://digitalcommons.liberty.edu/doctoral/5006
Copyright © 2023 Denise Marie Ball
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