Recommendations For Decreasing the Teacher Attrition Rates (PDF)

1 Recommendations For Decreasing the Teacher Attrition Rates Jacqueline R. Moton, M.Ed., Ed.D Student

2 Recommendations For Decreasing the Teacher Attrition Rates In this study, the researcher analyzed the impact of teacher attrition rates, factors that influence them to leave, and how they contribute to this vital phenomenon. The researcher aims to explore the various factors that prompt educators to leave their jobs and investigate the role played by school administrators in contributing to this phenomenon. Thus, the educational researchers in the present research investigate a comprehensive analysis of the influence that administrators exert on the attrition rates of teachers (Boe et al., 2008; Geiger & Pivovarova, 2018; Scheopner, 2010). By conducting a detailed examination of this phenomenon, the researcher generated three recommendations for the administration to decrease the problem of teacher attrition rates in public P–12 schools. Figure 1 is an example of the sum of the teacher’s total count for each qualification. Based on the analyzed data, the researcher uses this figure to make appropriate recommendations for future research. Thus, the three recommendations are to value hard work, eliminate toxic cultures, and give teachers a voice. Figure 1 Teacher Qualification

3 Recommendation One The first appropriate recommendation for future research is for leaders to “value hard work.” Valuing hard work means that administrators must learn to appreciate their employees. According to Amos et al. (2019) and Evans et al. (2018) and Zapata et al. (2013), establishing trust and obligation toward supervisors requires employees to display high levels of benevolence and integrity. Establishing trust and responsibility prompts strict enforcement of justice rules, impacting employee perceptions of fairness (Amos et al., 2019). The participants emphasized the importance of engaging in continuous professional development, establishing effective lines of communication with administrators, and prioritizing physical and mental health to foster a positive and productive work environment. The emphasis on engaging underscores the crucial role that maintaining a healthy and supportive workplace culture plays in promoting the well- being and success of educators. Participants stressed the need for professional development, effective communication with administrators, and prioritizing physical and mental health for a positive work environment. The second recommendation is to eliminate toxic cultures. Recommendations Two The second appropriate recommendation for future research is for leaders to \"eliminate toxic cultures. According to Meidav (2021) and Tiwari and Jha (2022), negativity spreads rapidly, and young, up-and-coming teachers believe this could become dealbreakers. Based on Florczak (2022), employees often fail to recognize that the toxic workplace culture influences their mindset, attitude, and motivation, and many believe that teaching is not for them due to toxic work environments and unmet expectations. Administrators focus on the positives they see in the profession. Thus, a school's culture is crucial for success and staff retention. One disheartened staff member could affect the entire building's environment. For example,

4 overwhelmed by logistics and responsibilities, new teachers often need to be made aware of the toxicity they have been surrounded by until it is too late. Thus, just as negativity is contagious, so is positivity. It is essential to acknowledge the positive things happening around the campus. One of the many ways administrators could demonstrate appreciation is by complimenting or leaving a note on teachers' desks. Thus, the third recommendation is to “give teachers a voice.” Recommendations Three The third appropriate recommendation is for educational leaders to “give teachers a voice.” According to Fletcher et al. (2023), the teacher's voice is crucial for creating a positive and inclusive learning environment, fostering trust and comfort. Palmer (2015) stated that educators who feel heard and have a voice in critical school decisions tend to show more attention and productivity in their delegated tasks. When a teacher earns students' trust, they can effectively cater to their intellectual and social needs by supporting them in pursuing an inspiring goal or vision. For example, this could begin by valuing employees' voices and work. Thus, giving everyone a say increases job satisfaction and fosters positive relationships with school administrators because teaching is challenging; retaining staff requires work and commitment. Future Research The study thoroughly investigated the influence of administrator support on teacher attrition rates in the South region of Texas. To ensure the reliability and robustness of the findings, future research should expand the sample size to include charter schools. Comparing teacher perceptions between charter schools would be a valuable addition to better understanding the factors contributing to teacher attrition in different educational contexts. Moreover, incorporating the perspectives of principals and parents in the research would provide a more comprehensive experience of the issue and help inform effective strategies for reducing teacher

5 attrition. The researcher focused on the influence of administration support on teacher attrition rates in this study. Thus, the sample size was limited to only one charter district located in the South region of Texas. Future research should expand the sample size to include other charter schools to produce more reliable and robust findings. Additionally, comparing teacher perceptions between charter schools would be valuable to better understand the factors contributing to teacher attrition in different educational contexts (Bickmore & Dowell, 2014). Furthermore, including the perspectives of principals and parents in the research would provide a more comprehensive understanding of the issue and help to inform strategies for reducing teacher attrition. To cultivate a positive learning environment, administrators must prioritize the recruitment of leaders who align with their culture and values. These administrators must undergo comprehensive training on practical classroom management, discipline management strategies, available resources for new teachers, and teacher retention. These skills and knowledge can effectively create a thriving learning environment. Administrators should prioritize hiring leaders aligning with their culture and values to create a positive learning environment. These leaders should receive comprehensive training on practical classroom management, available resources for new teachers, discipline management strategies, and teacher retention. Thus, this could equip them with the necessary skills and knowledge to create a thriving learning environment.

6 References Amos, C., Zhang, L., & Read, D. (2019). Hardworking as a heuristic for moral character: Why we attribute moral values to those who work hard and its implications. Journal of Business Ethics, 158(4), 1047–1062. https://doi.org/10.1007/s10551-017-3725-x Bickmore, D. L., & Dowell, M-M. S. (2014). Two charter school principals: Engagement in instructional leadership. Journal of School Leadership, 24(5), 842–881. https://doi.org/10.1177/105268461402400502 Boe, E. E., Cook, L. H., & Sunderland, R. J. (2008). Teacher turnover: Examining exit attrition, teaching area transfer, and school migration. Exceptional Children, 75(1), 7–31. https://doi.org/10.1177/001440290807500101 Evans, J. M., Anderson, J., & Gilliland, S. (2018). Misleading by example: The effects of a manager’s unfair customer treatment on service employee performance and perceived managerial trustworthiness. Social Justice Research, 31(3), 260–289. https://doi.org/10.1007/s11211-018-0310-0 Fletcher, H., Krause, A. E., & Davidson, J. W. (2023). Examining how voice teachers influence student achievement. Journal of Singing, 79(4), 445–456. https://doi.org/10.53830/HHJH1114 Geiger, T., & Pivovarova, M. (2018). The effects of working conditions on teacher attrition. Teachers and Teaching, 24(6), 604–625. https://doi.org/10.1080/13540602.2018.1457524 Florczak, D. (2022). Liability for Toxic Workplace Cultures. University of Michigan Journal of Law Reform, 56(1), 247–289. https://doi.org/10.36646/mjlr.56.1.liabili Meidav, N. (2021). Ethical behavior is the antidote to toxic culture. Strategic HR Review, 20(2), 47–50. https://doi.org/10.1108/SHR-10-2020-0088

7 Palmer, J. C. (2015). Scholarship and the professional identity of community college faculty members. New Directions for Community Colleges, 171, 37–48. https://doi.org/10.1002/cc.20153 Scheopner, A. J. (2010). Irreconcilable differences: Teacher attrition in public and catholic schools. Educational Research Review, 5(3), 261–277. https://doi.org/10.1016/j.edurev.2010.03.001 Tiwari, M., & Jha, R. (2022). Narcissism, toxic work culture and abusive supervision: a double- edged sword escalating organizational deviance. International Journal of Organizational Analysis, 30(1), 99–114. https://doi.org/10.1108/IJOA-05-2020-2187 Zapata, C. P., Olsen, J. E., & Martins, L. L. (2013). Social exchange from the supervisor’s perspective: Employee trustworthiness as a predictor of interpersonal and informational justice. Organizational Behavior and Human Decision Processes, 121(1), 1–12. https://doi.org/10.1016/j.obhdp.2012.11.001