Principal behaviors that encourage teachers to stay in the profession: Perceptions of K--8 teachers in their second to fourth year of teaching

The primary purpose of this study was to identify principal behaviors and attitudes that encourage teachers to stay in the profession. A secondary purpose was to compare perceptions of teachers and principals on the relative importance of those behaviors and attitudes.; This study employed a mixed research methodology. The phenomenology portion included 20 open-ended interview questions that dealt with the teachers' descriptions of principal behaviors that provide support and encouragement. From the results of the interviews, a list of 22 principal behaviors was generated---behaviors the interviewed teachers reported as important to their level of job satisfaction and to their decision to stay in the teaching profession. This list of behaviors was used to create a rating/ranking activity to be given to 100 other teachers as well as to 100 principals. The rating/ranking results were analyzed and compared with the interview findings. The rating/ranking results from principals were also compared with the rating/ranking results from teachers.; Several themes emerged during the analysis of the data: (a) themes that centered on principal actions and attitudes, and (b) themes that centered on teacher attitudes toward students and colleagues. One finding of special interest was the difference in perception between principals and teachers on the importance of supporting teachers with parents, This issue, ranked by teachers as 4th out of 22 principal behaviors that most encourage them, was ranked 15th by principals.; The results of this study suggest both short-term and long-term ramifications for the quest to retain teachers. In the short-term, a positive teacher-principal relationship is connected to (a) satisfied teachers who are likely to stay; (b) a high level of school morale; and (c) teachers who work harder to meet the needs of their students. In the long-term, the power of principal encouragement needs to be included in the philosophy and foundational principles of university administrative training programs as well as in leadership training seminars offered by local school districts. Such a shift in emphasis on what it means to be an effective principal may help to encourage teachers to stay in a profession that so desperately needs them.