| Retaining teachers is a pressing concern across the country. It is reaching an epidemic level in urban school districts. This constant personnel change and rigorous demands will cause loss of cohesiveness, continuity, and community that are essential elements of high-performing schools. The purpose of this action research mixed-methods study is to analyze what motivates teachers to remain in an urban school setting, what impacts their decision to depart, as well as what support structures are necessary to increase teacher retention in an urban setting. The results of this research will help inform the school district of specific controlled working conditions and support structures that may directly affect teacher retention in an urban district. Analysis of the data revealed significant findings towards each of the research questions. Recommendations were offered based on the research, findings, relevant discussion, and conclusions. To improve teacher recruitment and longevity, to extend the duration for required mentor programs, address the need for administrative support to improve classroom management, provide training to administrators with methods on how to collaborate and support all teachers, to supply intentional and well-planned professional development, and cultivate monthly new teacher induction program workshops. The results of the study will yield urban school districts with insight on tactics for improvement when addressing teacher retention rates, improving the professional experience, and close the achievement gap between urban school districts and non-urban school districts. |
