| Public school constituencies continue to face a teacher shortage as the number of teachers leaving the profession outnumbers the number of teachers entering or remaining. There are many factors that contributed to the teacher retention problem including teacher attrition. In a southwestern U.S. state, local policymakers and school board members were seeking strategies to improve teacher retention rates and thus provide a qualified teacher in every classroom. The purpose of this sequential explanatory study was to examine teachers' perspectives regarding leadership style, especially constructivist leadership, and teacher retention. The participants in this study were 109 teachers from a multicultural group who had a minimum of 2 years teaching experience from 2 high schools in the state. A survey instrument adapted from the Massachusetts Teaching Learning and Leading Survey was distributed, and the data were analyzed using descriptive and Pearson correlation analyses. Ten interviews were conducted to examine retention from the teachers' points of view. Interview data were analyzed using a combination of open and priori coding and interpretive analysis. A statistically significant positive correlation existed between constructivist leadership style, which included shared leadership, support for teachers, encouraged teacher creativity and innovation, collaboration time for teachers, adequate planning time, and a positive rapport between teachers and administrators, and teacher retention at each school. Identified themes included administrative support, school atmosphere, and campus leadership and teacher retention. The qualitative themes paralleled the descriptive quantitative findings. Campus leaders and school districts have the responsibility of improving their teacher retention rates in efforts to improve student achievement. This study proposed strategies school leaders from the participating school districts can use to increase teacher retention rates. |
