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The impact of principal leadership on teacher retention in K-4 charter schools in South Los Angeles

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The impact of principal leadership on teacher retention in K-4 charter schools in South Los Angeles

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Content Principal Leadership on Teacher Retention in K-4 Charter Schools

THE IMPACT OF PRINCIPAL LEADERSHIP ON TEACHER RETENTION IN K-4
CHARTER SCHOOLS IN SOUTH LOS ANGELES

by

Christian T. Kemp
______________________________________________________________________________

A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION /
UNIVERSITY OF
SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements of the Degree
DOCTOR OF EDUCATION

May 2018

Principal Leadership on Teacher Retention in K-4 Charter Schools 2

Copyright 2018 Christian T. Kemp

THE IMPACT OF PRINCIPAL LEADERSHIP ON TEACHER RETENTION IN K-4
CHARTER SCHOOLS IN SOUTH LOS ANGELES
by
Christian T. Kemp

A Dissertation Presented

in Partial Fulfillment of the

Requirements for the Degree

DOCTOR OF EDUCATION

USC ROSSIER SCHOOL OF EDUCATION

UNIVERSITY OF SOUTHERN CALIFORNIA

May 2018

APPROVED:

___________________________________
Rudy Castruita, Ed.D.
Committee Chair

____________________________________
Pedro Garcia, Ed.D.
Committee Member

_____________________________________
Lisa Solis, Ed.D.
Committee Member
Principal Leadership on Teacher Retention in K-4 Charter Schools 3

ABSTRACT
Researchers in education have proposed while ineffective principal leadership often leads to
teacher attrition, effective principal leadership often leads to teacher retention as well. Leaders
in diverse communities such as southern California are faced with the task of finding quality
staff, improve job satisfaction, as well as retaining quality teachers. Although many studies have
examined this topic, few studies have examined this topic within the selected region of southern
California and have been specific to charter school teacher retention. Therefore, the purpose of
this study was to investigate the impact principal leadership has on teacher retention in
Kindergarten to fourth grade charters schools in southern California. The implications and
recommendations provided within this study provide relevant data that is useful in assessing the
relationship between teacher retention in large urban school districts, as well as in examining the
leadership styles of principals who promote the retention of teachers.

Principal Leadership on Teacher Retention in K-4 Charter Schools 4

DEDICATION
I dedicate this doctoral study to my mother, Terry Ferguson, who taught me to always
work hard and to follow my dreams, even if it meant leaving my family and friends to start a new
life in southern California! This dissertation is also dedicated to my twin sister, Theresa Kemp,
who has been here for me during all the good times and hard times. They both have reminded
me to keep driving forward and that it would all be worth it in the end! Finally, this work is
dedicated to all my friends and family who cheered me along during the journey I have taken
across the county from Connecticut to California. Your love and support made this all possible.
I am truly blessed to have such an incredible support system!

Principal Leadership on Teacher Retention in K-4 Charter Schools 5

ACKNOWLEDGMENTS
I’d like to thank my committee, Dr. Rudy Castruita, Dr. Pedro Garcia, and Dr. Lisa Solis
for their expertise, contributions, and continued support throughout this process, I am forever
grateful for the time and advice you have given me. I would like to thank my friend Fanisha
Muepo for always staying on top of deadlines and inspiring me to keep going, you were the
driving force behind getting this work done, thank you! Special thanks are extended to Aida
Cadres, Virgess Way, Ebony Smith, and Neela Paranis for their time and support. Finally, I’d
like to extend my deepest gratitude to my family and friends for their love and support
throughout this process.

Principal Leadership on Teacher Retention in K-4 Charter Schools 6

TABLE OF CONTENTS
List of Tables .......................................................................................................................7
List of Figures ......................................................................................................................8
List of Appendices ...............................................................................................................9
Chapter One: Overview of the Study .................................................................................10
Background of the Problem ...................................................................................11
Statement of the Problem .......................................................................................13
Purpose of the Study ..............................................................................................13
Importance of the Study .........................................................................................14
Assumptions, Delimitations, and Limitations ........................................................14
Definitions of Terms ..............................................................................................15
Organization of the Study ......................................................................................16
Chapter Two: Literature Review .......................................................................................17
Historical Background: School Leadership ...........................................................18
Summary of Literature ...........................................................................................29
Chapter Three: Methodology .............................................................................................31
Restatement of Problem, Purpose, and Research Questions ..................................31
Design Summary ....................................................................................................32
Sample and Population ..........................................................................................32
Instrumentation ......................................................................................................33
Data Collection Protocols ......................................................................................34
Validity and Reliability ..........................................................................................35
Data Analysis .........................................................................................................35
Summary ................................................................................................................36
Chapter Four: The Findings ...............................................................................................37
Review of Methodology ........................................................................................38
Data Analysis .........................................................................................................39
Detailed Interview and Survey Data Results .........................................................43
Research Findings Relevant to Research Question One ........................................43
Summary of Findings for Research Question One ................................................45
Research Findings Relevant to Research Question Two .......................................45
Summary of Findings for Research Question Two ................................................48
Research Findings Relevant to Research Question Three .....................................48
Summary of Findings for Research Question Three ..............................................61
Research Findings Relevant to Research Question Four .......................................62
Summary of Results ...............................................................................................63
Chapter Five: Discussion ...................................................................................................64
Summary of the Study ...........................................................................................64
Purpose of the Study ..............................................................................................65
Summary of the Findings .......................................................................................65
Recommendations for Further Research ................................................................74
Conclusion .............................................................................................................75
References ..........................................................................................................................77

Principal Leadership on Teacher Retention in K-4 Charter Schools 7

LIST OF TABLES

Table 1. Interview Participants ..........................................................................................42
Table 2. Common Themes: Interview Questions 1 and 3 ..................................................45
Table 3. Common Themes: Interview Questions 2 and 4 ..................................................48
Table 4. Common Themes: Research Question 4 ..............................................................62
Table 5. Summary of Survey Data: Questions 4-13 ..........................................................69

Principal Leadership on Teacher Retention in K-4 Charter Schools 8

LIST OF FIGURES

Figure 1. Framework of the Literature Review .................................................................18
Figure 2. Conceptual Framework – Causes and Effects Associated with
High Teacher Turnover ......................................................................................27
Figure 3. Gender of Participants ........................................................................................40
Figure 4. Age Group of Participants ..................................................................................40
Figure 5. Role within the School .......................................................................................41
Figure 6. Findings for Survey Question Number 4 ............................................................49
Figure 7. Findings for Survey Question Number 5 ............................................................50
Figure 8. Findings for Survey Question Number 6 ............................................................52
Figure 9. Findings for Survey Question Number 7 ............................................................53
Figure 10. Findings for Survey Question Number 8 ..........................................................54
Figure 11. Findings for Survey Question Number 9 ..........................................................55
Figure 12. Findings for Survey Question Number 10 ........................................................56
Figure 13. Findings for Survey Question Number 11 ........................................................58
Figure 14. Findings for Survey Question Number 12 ........................................................59
Figure 15. Findings for Survey Question Number 13 ........................................................61
Figure 16. Example of Survey Question ............................................................................69

Principal Leadership on Teacher Retention in K-4 Charter Schools 9

LIST OF APPENDICES

Appendix A. Interview Questions ..........................................................................85

Appendix B. Survey Questions. .............................................................................91

Principal Leadership on Teacher Retention in K-4 Charter Schools 10

CHAPTER ONE: OVERVIEW OF THE STUDY
As the era of the No Child Left Behind Act (NCLB, 2002) is almost behind us, it is
important to examine the impact the policy had on our future. Its intention was to close
achievement gaps among students who belonged to minority groups, had disabilities, and were
economically disadvantaged or had limited English proficiency. Unfortunately, with NCLB
came a change to the educational climate, the article by Hill and Barth (2004) suggested that
teacher attrition and shortages are due largely to teacher dissatisfaction and pursuit of other jobs.
The article reported that approximately 75% of the demand for new teachers is caused by teacher
attrition and that well over 90% of new hires are simply replacements for recent departures (Hill
& Barth, 2004). With the changing climate in the teaching profession, researchers began to
study aspects of the profession that were instrumental in teachers’ decisions to leave the
profession.
Retaining quality teachers has been the focus of many literature articles in the past
decade. In the New York City public school district alone, more than 5,000 teachers left their
schools in a single recent year with 8% of teachers transferring to another school and 10%
leaving the school system (Boyd et al., 2011). Excessive teacher turnover can be costly and
detrimental to instructional cohesion in schools (Boyd et al., 2011). A 2014 study suggested that
school districts should be focusing more resources on recruitment of new teachers as a solution
to vacancies. The researcher recommended that school district administrators should remain
focused on retention of existing teachers by putting the majority of the resources in this area into
retention (Schneider, 2014).
Recent research over the past 15 years has also been conducted regarding the impact of
principal leadership on teacher retention. Comprehensive studies to determine why teachers
Principal Leadership on Teacher Retention in K-4 Charter Schools 11

leave their current schools have found that working conditions, particularly in the areas of
leadership and teacher empowerment, are very influential in teacher decision making (Knight,
2012). According to Tomon (2009), teacher morale has a tremendous impact on teacher
retention. Other researchers on the topic suggested that the environment is a factor that affects
the behavior of teachers and students, the school environment, whether good or bad, is a direct
result of the principal (Sherwood, 2013).
Background of the Problem
From year to year, school districts across the nation actively recruit teachers to fill
vacancies created by teachers leaving the profession. Countless schools are finding it hard to
retain quality teachers for a variety of reasons. New teachers are exiting the profession at a
shocking rate, nearly one-third of new teachers leave the field within the first three years, and
one-half depart after five years (Brown & Wynn, 2009). The literature also suggested teacher
attrition is highest in schools serving low-income and minority students, and that more highly
qualified teachers leave urban schools for suburban schools with less minority students
(Ainsworth, 2013). However, a study conducted by Deal and Peterson (1991) found that the
principal is key to influencing working conditions by improving the school culture. Another
study revolving around principal leadership found that principals can impact working conditions
and increase teacher retention in high-poverty schools. Chisolm (2008) stated principals who
demonstrated strong risk-taking leadership, relationship building skills, and principals who
advocated for teachers typically led these schools.
Recent studies (Harris, 2008) have proven a strong relationship between teacher turnover
and principal leadership. Research has suggested that the leadership styles of school principals is
the most critical factor in a supportive school climate for teachers, which in turn, enhances the
Principal Leadership on Teacher Retention in K-4 Charter Schools 12

desire of educators to remain in the profession (Harris, 2008). Similarly, the work of Simpson
(2014) found that principals are instrumental in building relationships, capacity, and
opportunities for teachers to develop professionally. Her literature also suggested that teachers
do not mind working in challenging schools, but they need principals who display strong risk-
taking leadership, assist with decision-making, and provide planning time.
It is vital that principals examine their own leadership styles and strategies when
considering teacher retention. Carlson (2012) proposed that while ineffective principal
leadership often leads to teacher attrition, effective principal leadership often leads to teacher
retention as well. Carlson’s work also suggested that how principals engage in leadership effects
school organization, culture, and working conditions which eventually leads to job satisfaction
and teacher retention (Carlson, 2012).
The rise of charter schools also created a different angle for researching teacher retention.
Charters schools were created to bring a more market-oriented approach to public education.
The belief was that these schools would be more effective and efficient than regular public
schools due to their autonomy (Gius, 2016). The competition would potentially pressure poor
performing public schools to close ultimately creating better educational experiences for all
students (Gius, 2016). Researchers also proposed there has been a market for teacher
recruitment that suggests charter schools are venues for autonomous work environments where
teachers can enjoy greater autonomy than in regular public schools (Renzulli, Parrott, & Beattie,
2011). However, research conducted by Schulman (2008) suggested that studies have found that
teacher retention problems may be even more pervasive in charter schools than in non-charter
public schools. However, the study suggested that there is a lack of qualitative data regarding
Principal Leadership on Teacher Retention in K-4 Charter Schools 13

why teachers are leaving the very schools that are attracting them in the first place (Schulman,
2008).
Statement of the Problem
Educating students in diverse communities has been a topic of educational research for
many years. Many teachers have struggled to connect with students from culturally diverse
backgrounds and have even developed negative stereotypes to define students and families from
culturally diverse backgrounds as lazy, uncooperative, and apathetic (Quezada, 2014). The
evidence also highlighted that socioeconomic status impacts school performance for reasons
such as teacher quality. School districts with students who come from homes of generally lower
socioeconomic status have a more difficult time recruiting and retaining the most qualified
teachers (Lonneville, 2014). Leaders in diverse communities such as southern California are
faced with the task of finding quality staff, improving job satisfaction, as well as retaining
quality teachers.
Purpose of the Study
The purpose of this study was to identify the impact of principal leadership on teacher
retention in Kindergarten through fourth grade charter schools in southern California. Although
many studies have examined this topic, few studies have examined this topic within the selected
region of southern California and have been specific to charter school teacher retention,
Therefore, the purpose of this study was to investigate the impact principal leadership has on
teacher retention in Kindergarten to fourth grade charters schools in southern California. This
study will aim to gain insight into administrators’ and teachers’ perspectives on how principals
impact retention rates. The following research questions are included:
1. What specific principal leadership practices have supported teacher retention?
Principal Leadership on Teacher Retention in K-4 Charter Schools 14

2. What specific principal leadership practices have not supported teacher retention?

3. How are principals evaluating the effectiveness of the strategies put in place to support
teacher retention?

4. What is the impact principals have on teacher retention rates?
Importance of the Study
This study is significant as it adds to the growing body of literature on educational
leadership, specifically regarding issues of the impact of principal leadership on teacher retention
in charter schools located in southern California. In addition, by examining the statement above
and identifying best practices for supporting teacher retention, promoting positive work
environment that would enhance teacher retention of highly qualified teachers in charter schools
as well as providing recommendations to principals regarding leadership development. Finally,
the implications and recommendations provided within this study will produce relevant data that
will be useful in assessing the relationship between teacher retention in large urban school
districts, as well as in examining the leadership styles of principals who promote the retention of
teachers.
Assumptions, Delimitations, Limitations

Assumptions
● The participants would answer interview and survey questions honestly, objectively, and
to the best of their knowledge and ability.
● All teachers that were sent surveys responded.
● The leadership practices of school principals can directly impact teacher retention.

Principal Leadership on Teacher Retention in K-4 Charter Schools 15

Limitations
● The population targeted for this research was limited to a sample of teachers at a single
school site within southern California
● Additional limitations related to the target population include teachers’ willingness to
participate in the survey, availability, and individual teacher schedules.
● The researcher originally intended to conduct five participant interviews but due to
teacher availability she was only able to conduct three complete interviews.
● The voluntary nature of the study may have created a bias in that teachers who were
willing to volunteer may hold particularly strong opinions regarding the leadership of the
principal.
● These limitations may have made the target population surveyed in this study
generalizable only to the school and similar schools in this geographic area.
Delimitations
● The primary delimitation in this study was the decision to use the survey and interview
data as the primary data sources. The surveys and interviews were used to collect data on
the impact leadership qualities of the principal had on teacher retention from the
perspective of teacher participants.
Definitions of Terms
The terms used throughout this study are:
● Teacher retention- Teachers’ remaining in the same teaching assignment and in the same
school as the previous year (Billingsley, 2004).
● Teacher turnover/attrition- Teacher turnover. The rate at which teachers exit schools
(Billingsley, 2003).
Principal Leadership on Teacher Retention in K-4 Charter Schools 16

● Teacher leadership- A process involving the influence of one person over an individual or
group toward the achievement of a goal (Northouse, 2004).
● Principal- “The head of a school, college, or other educational institution” (Oxford
Dictionaries, n.d., 1.1).
Organization of the Study
This study was organized into five chapters, with an overview, context, and purpose of
the study in the first chapter. A review of current literature on principal leadership styles and
teacher retention is included in the second chapter. The methodology for surveying and
interviewing teachers and principals in southern California is outlined in chapter three, and the
data gathered through this process is discussed in chapter four. The study concludes in chapter
five with a discussion of findings, implications, and recommendations regarding suggested
leadership styles to promote teacher retention.

Principal Leadership on Teacher Retention in K-4 Charter Schools 17

CHAPTER TWO: LITERATURE REVIEW
This chapter includes a discussion of related literature and as well as major themes of
principal leadership practices. The review will also provide the basis for this study of the impact
principal leadership has on teacher retention in K-4 charter schools in southern California. This
chapter consists of the following subtopics: Historical Background: School Leadership,
Leadership Defined, Principal Leadership Practices, Teacher Retention, Teacher Retention in
Southern California Charter Schools and finally, Principal Support and Teacher Retention.
Figure 1 provides a visual representation of the framework of this literature review. It
begins by establishing the historical background of school leadership by describing the
progression of school leaders from the 19th century to the current 21st century. The literature
review then examines leadership and the multiple definitions described in scholarly articles and
books. After reviewing leadership, the review defines principal leadership and the specific
leadership styles and practices that have proven successful in retaining quality teachers as well as
promoting job satisfaction. Specifics regarding teacher retention will then be described,
particularly the importance of retaining highly committed and qualified teachers, the problem
with teacher attrition will be described as well as a description of the causes that lead to high
teacher turnover. The literature review will also consider information about teacher attrition
specifically at Charter schools across many settings. Lastly the review will delve into explicit
data that examines the connection between principal leadership and the effects it may have on
either increasing or decreasing teacher retention.

Principal Leadership on Teacher Retention in K-4 Charter Schools 18

Figure 1. Framework of the Literature Review

Historical Background: School Leadership
School leadership has revolutionized in 21st century America (Good, 2008). In the late
19th century, school founders and leaders were independent and unprotected by organized
administrative structures. These school leaders were in charge of founding schools, teaching
classes, raising money, and managing capital. Although leaders had the freedom of choice and
decision making, it also limited the potential for stability (Rousmaniere, 2013). By the end of

Principal Leadership on Teacher Retention in K-4 Charter Schools 19

the 19th century, the role of the school leader was barely defined. Rousmaniere (2013)
mentioned that school leaders in different states were defined differently, some were “lords and
masters” while other school leader’s main purpose was to keep accurate records and attendance.
School leadership remained poorly defined, largely due to uncertainty of who should be in
charge–district leaders, community leaders, church leaders, parents, or teachers (Rousmaniere,
2013).
West-Burnham (2009) described the movement from a 19th century to a 21st century
school leadership was a complex process in which personal values, professional judgements, and
personal histories were all called into question. Although, the history of principal leadership is
generally a growing field of research, history indicated that principal leadership has always been
complicated and varied (Kafka, 2009).
Leadership Defined
Literature revealed that researchers have defined leadership in various ways. According
to Northouse (2004), there are as many ways to define leadership; approximately 65
interpretations and explanations to define leadership.
Lunenburg and Ornstein (2003) defined leadership using six major categories:
instructional leadership, transformational leadership, participative leadership, managerial
leadership, contingency leadership, and moral leadership. Lunenburg and Ornstein defined
instructional leaders as those in administrative positions who focus on student achievement and
other school outcomes. Instructional leaders are inclusive of the behaviors of teachers as they
engage in activities affecting the growth of students. They defined transformational leaders as
those who raise moral and ethical considerations of followers. Transformational leaders
influence others to move to a gradual state of personal commitment to achieve their goals.
Principal Leadership on Teacher Retention in K-4 Charter Schools 20

Lunenburg and Ornstein also defined participative leaders as those who share in the decision-
making process in which all staff share in any decision-making processes that promote positive
school growth. The next category of leadership that Lunenburg and Ornstein defined are
managerial leaders. These leaders are typically described as those who focus on how tasks are
completed. Managerial leaders implement policies, are stable and organized, implement daily
routines, manage the facilities, facilitate open communication, and care about the political
demands of the organization they are members of. Lastly, Lunenburg and Ornstein defined
contingency leaders as those who focus on the unique situations and circumstances faced by the
members in an organization and moral leaders as those who focus on the values and ethics of
followers.
Leithwood and Riehl (2003) described leadership as having two main functions: setting
directions and exercising influence. Setting directions involves allowing the participants to work
in an environment of a shared sense of purpose. Leithwood and Riehl indicated that leaders
perform through other people; for instance, they create the circumstances other people work to
achieve tasks. Bass (2008) also identified four components of leadership that include: leadership
as a process, leadership which involves influence, leadership which occurs within group context,
and lastly leadership which pertains to goal attainment. Bass essentially defined leadership as a
process through which a person encourages a community of people to accomplish a common
goal.
Other researchers have described the necessity for leaders to be able to foster
consequential relationships. Barth (2006) defined these consequential relationships as adults
being able to create a culture of collegiality, for instance, being able to talk about practice,
sharing craft knowledge, and observing one another. School leaders play a big role in creating
Principal Leadership on Teacher Retention in K-4 Charter Schools 21

this environment for their schools. School leaders can promote collegiately when they state
expectations, model collegiality, reward those who behave as colleagues, and protect those who
engage in these collegial behaviors (Barth, 2006).
Northouse (2004), a notable researcher in the field of leadership, has a wealth of
information regarding leadership styles and processes. He characterizes leadership as a process
whereby an individual influences a group of individuals to achieve a common goal. Leadership
is a concept of complex factors that include influence, ability, skills, goals, and relationships.
Leaders either possess some or all of these components in their leadership approach within their
organizations. Bolman and Deal (2008) are also notable authors in the subject of leadership.
They defined leadership using structural, human resources, political, and symbolic frames to
capture a comprehensive picture of strategies that work for effective leadership. More
specifically, the structural frame emphasizes goals, specialized roles, and formal relationships
(Bolman & Deal, 2008). A “structural” leader would be one who allocates responsibilities to
participants, creates rules, policies, and hierarchies.
The human resources frame of Bolman and Deal’s (2008) leadership theory would be
best described as based on comparing organizations to extended families. “Human resources”
leaders are individuals who care about staff feelings, needs, skills, limitations, and prejudices.
They are commonly described as “people persons” who have the best interest of individuals in
mind. Political leaders see organizations as contests; in other words, they compete for power and
resources through bargaining, negotiating, and coercion. Lastly, symbolic leaders tend to treat
organizations like cultures that are driven by rituals and ceremonies rather than rules and
regulations (Bolman & Deal, 2008).

Principal Leadership on Teacher Retention in K-4 Charter Schools 22

Principal Leadership Practices
School leadership roles. Denton (2009) cited the work of Bottery (2001) who outlined
the development of the head teacher’s leadership role in schools in England. Denton reviewed
the literature that explained how Head teachers in the 19th century had the roles of “social
control and the transmission of upper and middle-class moral, spiritual and cultural values
(Bottery, 2001, p. 209)” (p. 27). His research delved into the fact that in the 1940s to the 1980s
head teachers were generally self-governed. They were given the power to make decisions
regarding curriculum, instruction, and they were primarily viewed as continued in the role of the
predominant rule enforcer within their schools (Denton, 2009). His research also investigated
the development of the head teacher in the mid-1990s. The role of the head teacher was
beginning to shift; head teachers were required to be more public relations and marketing figures
for the schools and teachers they managed. According to Denton, this transformation of school
leadership roles greatly limited the possibilities of true transformational leadership. This
transformation of school leaders was very evident in American history as well.
Leadership theory.
Lunenburg and Ornstein (2003) suggested there are many different definitions of
effective leadership; the data they reviewed suggested there are six major theories. These
theories are Great Man Theory, Trait Theory, Contingency Theory, Situational Theory,
Transactional Theory, and Transformational Theory. A discussion specifically of transactional
and transformational theory follows.
Transactional leadership theory.
When considering leadership practices that encourage the retention of school teachers,
researchers have examined literature that relates to leadership styles and practices that impact
Principal Leadership on Teacher Retention in K-4 Charter Schools 23

overall school effectiveness. Denton (2009) examined a leader’s influence and power and found
that power and influence are tied to the rewards that he controls. Denton investigated what is
known as transactional leadership theory as it relates to the exchange of rewards for service. The
research defines transactional leadership theory as the transfer of benefits or rewards between the
leader and the follower. Koppang (1996) similarly defined transactional theory of leadership as
being based on the reciprocal changing of the duty and reward that are controlled by the
principal. He advised that transactional leadership can also be described as the resources,
financial sources, material, and technology that are administered to fulfill the needs of the
workers within the organization.
Other researchers in the field have also defined transactional leadership theory
interchangeably. Jensen et al., (2016) defined transactional leadership theory as being based on
transactions of pecuniary and nonpecuniary character. The researchers argued that the strategy
for transactional leadership theory was referred to actions where the leader rewards employees
for high effort and/or good performance, or on the other hand, sanctioned them if their work
effort or results are unsatisfactory (Jensen et al., 2016). When comparing the analysis of
transactional leadership theory with Koppang (1996), the researchers have defined the theory
uniformly.
Transformational leadership theory.
Transformational leadership theory argued that the distinctive theoretical aspect of
transformational leadership is the leader’s intent to activate employees’ higher order needs
(Jensen et al., 2016). Transformational leaders primarily focused on encouraging employees to
overlook their own self-interest for the well-being of the organization they belong to. According
to Sergiovanni (2007), transformational leadership appeals to higher-order, intrinsic motives of
Principal Leadership on Teacher Retention in K-4 Charter Schools 24

followers who are driven by doing what is rewarding and what is good rather than just by what
gets rewarded. Similarly, researchers have also explained transformational leadership to be the
ability to successfully transform an organization and requires a different set of skills and
attitudes. Transformational leadership was previously defined as a leadership process that was
systematic. This consisted of purposeful and organized investigations that would promote
change and systematic analysis. The researchers also indicated that transformational leadership
encompasses the capacity to move resources from areas of lesser to greater productivity to bring
about a strategic transformation (Luzinski, 2011).
Research embarked on in Tanzania, Africa showed that transformational leadership
affects employee attitude, effort, and performance, including job satisfaction, organizational
commitment, and organizational citizenship behavior (Nguni, Sleegers, & Denessen, 2006). The
researchers described transformational and transactional leadership as being based on the process
by which leaders motivate followers or how leaders appeal to the followers’ values and emotions
(Nguni et al., 2006). Other researchers described transactional leadership as being based on
motivating and managing people through extrinsic rewards. The leader controls the rewards and
distributes them to those who do as he or she says. The leader’s influence and power are tied to
the rewards that he controls (Bottery, 2001 as cited in Denton, 2009).
Teacher Retention
Causes and effects associated with high teacher turnover.
Effects of high teacher turnover have been associated with student achievement. Highly
qualified and effective teachers are essential to raising student achievement and that efforts must
be taken to ensure that a teacher who is equipped to provide quality instruction leads every
Principal Leadership on Teacher Retention in K-4 Charter Schools 25

classroom. However, keeping these high-quality teachers in education has proven to be a
challenge.
There has been a considerable amount of research on the reasons and problems tied to
high teacher turnover. Schlichte, Yssel, and Merbler (2005) found that teachers are leaving the
profession due to large caseloads, problems with behavior management, and excessive
paperwork. Other reasons associated with leaving the profession are student attitudes, no parent
support, accountability, and salary considerations (Tye & O’Brien, 2002). In addition to low
salary concerns, researchers have also noted that teachers are leaving because of the high
workload and poor job status (Butt et al., 2005).
Often when looking at the research, it is difficult to determine how to keep high quality
teachers in classrooms. Many teachers are finding that working in schools has become very
stressful. Teachers have reported a sense of change in the work environment of schools these
days. According to researchers Tye and O’Brien (2002), teachers who have already left the field
reported that they left teaching because of the pressures of increased accountability (high stakes
testing, test preparation, and standards) as well as increased paperwork, changing student
characteristics, as well as negativity and pressure from parents.
Other researchers have described the necessity for leaders to be able to foster
consequential relationships. Barth (2006) defined these consequential relationships as adults
being able to create a culture of collegiality, for instance, being able to talk about practice,
sharing craft knowledge and observing one another. School leaders play a big role in creating
this environment for their schools. School leaders can promote positivity when they state
expectations, model collegiality, reward those who behave as colleagues and protect those who
engage in these collegial behaviors (Barth, 2006).
Principal Leadership on Teacher Retention in K-4 Charter Schools 26

Consequently, public schools in high poverty areas are affected by teacher turnover the
most. There are not enough teachers who are both qualified and willing to teach in urban and
rural schools, particularly in those serving low-income students or students of color (Scherer,
2003). “Too many will quit permanently because they are fed up. Their ambition and self-
respect will take them into business or other professions. . . They leave behind an increasing
proportion of tired time-servers” (Tye & O’Brien, 2002, p. 24). Schools identified as being hard
to staff, typically those serving large percentages of minority or poor students, cited several
causes for their difficulties including school conditions, lower pay, safety concerns, lower
student achievement, and longer commutes. The teachers with the most experience and
qualifications, on the contrary, choose to work “in schools serving wealthy, high achieving, and
white students (Center on Education Policy, 2006, p. 158)” (Denton, 2009, p. 21).
Continued research has been conducted on factors that have been identified as
influencing teacher retention and job satisfaction in schools as well. Some researchers have
noted other factors include school climate, support for the needs of students, and keeping
priorities straight (Scherer, 2003). Researchers have also shared that salary, student behavior,
professional development, leadership support, and working conditions are all factors that affect
teacher job satisfactions and retention (Liu & Meyer, 2005). Most interestingly, literature also
indicated that teacher job satisfaction and retention was also based on the leadership styles of
administrators. Research indicated that the established structure of a school leader can have
significant effects on overall teacher retention and job satisfaction whereas poor organization and
administrative support can negatively influence teachers’ decisions to leave their positions
(Schlichte et al., 2005).

Principal Leadership on Teacher Retention in K-4 Charter Schools 27

Teacher retention in southern California.
Considering the passage of charter school legislation in California, the number of charter
schools that have opened in California has been growing rapidly (Scollo, Stevens, & Pomella,
2014). This southern California district is an example of a school district in California that has
experienced significant charter school expansion in recent years. The district has seen an influx
in conversion charters as well as startup charters. Researchers described conversion charters as a
school that has been converted from a traditional school and would still service the needs of the
students from the neighborhood (Russo, 2011). A start-up charter has been defined in research
as a charter school that has been created “from scratch” by members of the public, educators,
parents or a foundation and did not exist as a local school prior to becoming a charter (Carletos,
2013).

Figure 2. Conceptual Framework – Causes and Effects Associated with High Teacher Turnover
Principal Leadership on Teacher Retention in K-4 Charter Schools 28

Retaining highly effective and qualified teachers in schools is fundamental for student
achievement. Literature guided the process of research to determine how to affect change
regarding high-teacher turnover. The visual representation of the framework establishes the
importance school leaders have on teacher turnover. The literature also showed that schools
most likely to have significant turnover rates include low income, urban public schools.
Leadership styles are also important in retaining effective teachers using transformational and
transactional leadership.
Principal Support and Teacher Retention
The research indicated that principals and leadership teams need to define their
management approach individually and as a team to create school communities where teachers
are retained from year to year. Bolman and Deal (2008) suggested that successful leaders change
and adapt their leadership frames until they understand the situation at hand. The researchers
suggested that leaders should use more than one frame to define strategies for moving forward.
This approach of management and leadership helps leaders to gain clarity, effectively problem
solve, and implement strategies that work.
Also, according to Marzano, Waters, and McNulty (2005), schools have their own unique
cultures that are shaped around a combination of values, beliefs, and feelings. These values,
beliefs, and feelings are often referred to as culture. They also describe culture as having the
capability to positively or negatively influence a school’s effectiveness. When describing an
effective principal, the researchers explain this person as having the capacity to build culture that
positively influences teachers, who, in turn, positively influence students (Marzano et al., 2005).
“Best practices” in education have found that building school culture is another way of
creating expectations and values, which shapes how people think, feel, and act in schools
Principal Leadership on Teacher Retention in K-4 Charter Schools 29

(Peterson & Deal, 2011). Peterson and Deal supported the idea that without school-wide
cultures, reforms will wither, and student learning will slip, and lastly teachers will leave.
Marzano et al. (2005) mentioned the idea of the school leader challenging status quo as well.
The researchers explained that school leaders are responsible for being change agents as well as
willing to temporarily upset a school’s equilibrium for a desired outcome.
Similarly, Belasco and Stayer (1993) encouraged leaders to adjust their leadership models
to that of leaders who coach and train their staff to take ownership, self-manage their work, and
step up to take the lead when the situation calls for it. Leaders should adjust focus on addressing
the problems within the organization specifically. Changes must first be made within the leader
before any real change can be made within an organization (Belasco & Stayer, 1993, p. 22).
Summary of Literature
Literature and as well as major themes of principal leadership practices showed a
continuing trend that principal leadership practices influence teacher attrition. Information in
this chapter explained specifically the relationship between principal leadership practices and its
effects on teacher attrition in southern California charter schools. Analysis of the research
indicated that keeping highly qualified teachers in charter schools has remained a challenge for
many organizations. Teachers are leaving the profession due to large caseloads, problems with
behavior management, and excessive paperwork (Schlichte et al., 2005). Many teachers are
finding that working in schools has become very stressful, and have reported a sense of change
in the work environment of schools these days (Tye & O’Brien, 2002). The research also
indicated that school leaders play a big role in creating a positive environment for their schools.
They can promote responsiveness when they state expectations, model collegiality, reward those
who behave as colleagues, and protect those who engage in these collegial behaviors (Barth,
Principal Leadership on Teacher Retention in K-4 Charter Schools 30

2006). Lastly, when describing an effective principal, researchers explain this person as having
the capacity to build culture that positively influences teachers, who, in turn, positively influence
students (Marzano et al., 2005).
Continued research on how the principal leadership practices can affect charter school
retention is yet to be examined. A more comprehensive understanding of best practices will help
K-4 charter schools in southern California to maintain highly qualified teachers from year to
year.

Principal Leadership on Teacher Retention in K-4 Charter Schools 31

CHAPTER THREE: METHODOLOGY
This chapter restates the problem, purpose, and research questions from Chapter One. A
summary of the methodological design and discussions of the participants and setting, data
collection, data analysis, and ethical considerations follow. The chapter’s conclusion is a
summary of this chapter and a preview of Chapters Four and Five.
Restatement of Problem, Purpose, and Research Questions
Over several decades, teacher retention has been a widely-researched topic amongst
investigators in the field of education leadership, specifically K-12 leadership. Research
described the challenges many districts face when it comes to yearly retention of teachers as well
as the factors that contribute or counteract this process. Articles have also been published
linking the distinction between teacher retention in charter schools versus traditional public
school districts. An article by Harris-Baker (2015) indicated that teacher retention has been a
major hurdle for urban, charter school systems in comparison to traditional public schools. The
authors have also described that many teachers are leaving urban school districts that are serving
poor low-performing and non-White students (Harris-Baker, 2015). Also, the findings from The
Irreplaceables: Understanding the Real Retention Crisis in America’s Urban Schools (2013)
made several claims related to teacher retention rates in urban, charter-managed schools. The
article stated 16% of teachers in high poverty areas leave their schools, in comparison to 9% of
teachers from schools serving students in a moderate income range.
The purpose of this study was to identify the impact of principal leadership on teacher
retention in Kindergarten through fourth grade charter schools in southern California. Although
many studies have examined this topic, few studies have examined this topic within the selected
region of southern California and have been specific to charter school teacher retention.
Principal Leadership on Teacher Retention in K-4 Charter Schools 32

Therefore, the purpose of this study was to investigate the impact principal leadership has on
teacher retention in Kindergarten to fourth grade charters schools in southern California.
This study aimed to gain insight into teachers’ perspectives on how principals impact
retention rates. To this end, the following research questions are included:
1. What specific principal leadership practices have supported teacher retention?

2. What specific principal leadership practices have not supported teacher retention?

3. How are principals evaluating the effectiveness of the strategies put in place to support
teacher retention?

4. What is the impact principals have on teacher retention rates?
Design Summary
This study utilized both interviews and surveys to explore the concept of teacher
retention and job satisfaction. The method of data collection in this study was a mixed method.
The researcher designed the methodology to provide meaning and understanding of the study,
the inductive process, as well as provide rich descriptions of what was discovered.
Sample and Population
The unit of analysis that was selected to conduct the study was a purposeful sampling of
current elementary and middle school teachers at a Charter school network located in southern
California. Merriam and Tisdell (2016) suggested purposeful sampling to be a deliberate
selection based upon what was available. The data presented in this study was a collection of
interview and survey material collected over a 6-week time span. According to Merriam and
Tisdell (2016), qualitative data provides researchers with direct references from people about
their experiences, feelings, and opinions around the specific subject matter. In other words, the
qualitative data collected in this study focused on understanding and insight.
Principal Leadership on Teacher Retention in K-4 Charter Schools 33

The local charter school district chosen for this study is a nonprofit organization that
operates free, open-enrollment, public charter schools focused on preparing students in under-
resourced communities in southern California for success in school, college, and life. The
participating school for this study is one of many schools located in southern California. The
school was made up of approximately 500 Kindergartens through fourth grade students. It
opened in the early 21st Century with only a few classrooms. This school met the criteria
selected by the researcher which included: (a) Located in southern California, (b) K-4 Charter
School, and (c) High teacher turnover.
Instrumentation
Under the guidance of Dr. Rudy Castruita and Dr. Pedro Garcia at the USC Rossier
School of Education, the researcher designed the study to focus on identifying a statement of the
problem, and synthesizing key and relevant literature, developing the purpose of the study,
designing research questions, creating the data collection instruments, developing procedures for
data collection, and including the procedures for analyzing data and addressing the research
questions.
According to Creswell (2014), the purpose of data collection was to locate and obtain
information from a small sample but to gather extensive information from this sample that will
assist the researcher in understanding the topic better. Maxwell (2013) stated that the
significance of using multiple data sources for triangulation was because it involved methods to
check one another and seeing if methods with different strengths and limitations all support a
single conclusion.
The interview protocol (Appendix A) addressed the four research questions listed
previously. The purpose of these interview questions was to evoke a response from the
Principal Leadership on Teacher Retention in K-4 Charter Schools 34

participants that would allow the researcher to understand the topic better and gain more insight.
According to Maxwell (2013), interviewing should be useful and purposeful to gain knowledge
about specific events and actions. Moreover, Patton (2002) stated that interviews allow the
researcher to enter into the other person’s perspective.
The survey instrument was developed using a web-based tool (Appendix B). There were
13 questions that made up the survey and are aligned to research questions 1 through 4. The
survey required each participant to select a single option between several choices. For example,
the questions elicited responses relating to background information, environment, principal
leadership, expectations, and professional development. Accordingly, Creswell (2014) described
the significance of providing a survey for participants. The author explained that some
inferences can be made about some characteristic, attitude, or behavior of these participants from
the non-traditional school. The survey also provided understanding of the individual’s
perspective as it related to the research questions.
Data Collection Protocols
The researcher gathered data after completing the Institutional Review Board (IRB)
process. The procedure for the data collection process included setting the boundaries for the
study, collecting information through interviews, documents, visual materials, and establishing
protocol for recording the information (Creswell, 2014). An electronic copy of the survey was
given to each participant to complete. Accommodations were also made for those who could not
access the survey as electronical material; these individuals were provided paper copies of the
survey.
Interviews were conducted in person and in an individual, private setting with the
participant and researcher. Creswell (2014) mentioned face-to-face allows for the researcher to
Principal Leadership on Teacher Retention in K-4 Charter Schools 35

control the line of questioning. The participants involved were provided privacy to disclose their
personal opinions and perspectives as it related to the interview questions. Each interview lasted
approximately 45 minutes and the researcher used the interview protocol as a guide to solicit the
vital information needed to understand the topic.
Validity and Reliability
To establish and ensure credibility and trustworthiness for this qualitative study, the
researcher used a few strategies to improve the trustworthiness of the study. Reports were
written to document findings of each data source. According to Merriam & Tisdell (2016), this
strategy was known as triangulation. The researcher used multiple measures, methods, and
theories to analyze raw data. According to Merriam & Tisdell (2016), this climb through data
analysis with its circuitous paths reflects the creative character of the analytic process. Using
this process of data analysis, the researcher was able to gain validity for this study.
Data Analysis
After collection of data, the researcher organized all the data for analysis. This was done
to better understand how each instrument aided the knowledge and understanding of the topic.
Analyses of the interviews were done using the constant comparative method. This method
offered an approach to code the data as presented by Corbin and Strauss (2008). Interview data
and survey data was analyzed using an inductive and comparative approach. The researcher
used the constant comparative method of data analysis as a means for developing understanding
and coming to a general assumption regarding teacher retention (Merriam & Tisdell, 2016).
The first step in analysis was identifying segments in the interview data and survey data
that answered the research questions. As the researcher examined the data, categories were
formulated and data was sorted by theme. The process is characterized as making notations next
Principal Leadership on Teacher Retention in K-4 Charter Schools 36

to bits of data that strike the researcher as potentially relevant for answering the research
questions; this is also known as coding (Merriam & Tisdell, 2016).
During the beginning phases of coding, the researcher used the open coding method.
This is best described as identifying any segment of data that might be useful (Merriam &
Tisdell, 2016). The next step in the coding process was to group open codes; this term is known
as axial or analytical coding (Merriam & Tisdell, 2016). During this phase, the researcher used
the coding to generate interpretations and reflect on the meaning.
After all codes are developed, the researcher sorted all the evidence into “buckets.” Each
labeled category or code was placed into its appropriate bucket. The researcher was then able to
use detailed pieces of information and codes to match the items that belonged together in each
bucket (Merriam & Tisdell, 2016). These categories, or buckets, eventually became the findings
of this study.
Summary
This study was designed using a mixed method approach, using data from online surveys
as well as open-ended interview data. Findings from these data sources along with evidence
collected from the literature review were triangulated to gain a clear and thorough understanding
of the effects principal leadership has on teacher retention in southern California charter schools.
These findings are presented in Chapter Four and recommendations for further research in
Chapter Five.

Principal Leadership on Teacher Retention in K-4 Charter Schools 37

CHAPTER FOUR: FINDINGS
The research for this study was to gain insight into teachers’ perspectives on how school
principals impact retention rates. The results of the data collected from the surveys and
interviews aimed to determine to what extent, if any, principal leadership affects teacher
retention, thereby addressing the statement of the problem. The problem has been previously
explained as the lack of innovative suggestions for recruiting and retaining the most qualified
teachers in school districts with students who come from underprivileged homes (Lonneville,
2014). The researcher noted, leaders in impoverished communities such as southern California,
are challenged with the mission of not only educating students but also recruiting quality staff,
maintaining job satisfaction, as well as retaining quality teachers.
This study will add to the amount of educational-based literature that focuses on the
complexities involved with principal leadership in southern California. The findings of the study
intend to inform previous, current and prospective leaders and teachers who are interested in the
expanding their skill set specifically related to improving teacher retention in charter schools
located in southern California.
The study incorporated a mixed-method design. Interviews were conducted to gain
insight into specific practices by school principals that have supported and not supported teacher
retention. The researcher examined teacher perspectives on the impact these strategies have of
teacher retention at a specific school site. A survey was administered to collect participants’ age,
gender, and position within the school (teacher, aide, counselor etc.). Specific questions were
asked related to attributes that describe their current school principal. The following research
questions guided this study:
1. What specific principal leadership practices have supported teacher retention?
Principal Leadership on Teacher Retention in K-4 Charter Schools 38

2. What specific principal leadership practices have not supported teacher retention?

3. How are principals evaluating the effectiveness of the strategies put in place to support
teacher retention?

4. What is the impact principals have on teacher retention rates?
This chapter will look closely at the data collected at a southern California charter
school and will elaborate on actual findings. The final chapter of this study will provide
critical analyses of the findings as they relate to each research question and will present a
rich discussion around the concepts and themes that will lend to the field of research on
the impact principal leadership has on teacher retention.
Review of Methodology
Data was collected over a period of two months which included several email
exchanges with the principal of the charter school, several school site visits with teachers
for interviews, and survey data collection. The researcher triangulated data by utilizing
qualitative interview data and quantitative survey data to assure the validity of the
research. The researcher collected data aligned to Creswell’s (2014) six steps for data
analysis specifically described below:
1. Organize and prepare the data for analysis.
2. Read or look through all the data.
3. Code the data.
4. Use the coding process to generate a description of the setting as themes for
analysis.

5. Present themes.
6. Make interpretations of the findings.
Principal Leadership on Teacher Retention in K-4 Charter Schools 39

Upon completion of data collection, the researcher prepared qualitative interview
data to be transcribed using an online transcription service. The researcher also conducted
an in-depth process of coding the qualitative using an online database for coding. Data
was analyzed using the constant comparative method to systematize the analysis process
and to increase the traceability and verification of the results. Concepts and themes were
identified and supported data to maintain validity, reliability, and removal of researcher
bias.
Data Analysis
Descriptive Demographic Survey Data
The demographic profile of the participants presented a variety of characteristics. The
participants differed in age, gender, and role within the organization. The gender composition of
the sample provided in Figure 3 indicates that the survey sample was composed of 13 males and
41 females totaling 54 participants showing the majority of the participants were female. This is
similar to the percentage of males and females within the school that was surveyed. In the
participating school, there are 72% females and 27% males. The ages of the participants are
summarized in Figure 4. The results in Figure 4 indicate the age range of the sample was wide,
from 21 to 30 years to above 60 years.

Principal Leadership on Teacher Retention in K-4 Charter Schools 40

Figure 3. Gender of Participants

Figure 4. Age Group of Participants

Principal Leadership on Teacher Retention in K-4 Charter Schools 41

Finally, the participants also represented a wide range of roles within the
organization, as shown in Figure 5; however, the majority of the participants were teachers.

Figure 5. Role within the School

Descriptive Interview Data
After contacting all potential teacher participants through email exchanges and
receiving individual permission to participate, the researcher was able to meet with the first
teacher on October 10, 2017 and scheduled remaining interviews for October 11 and 12,
2017. Table 1 provides a brief description of each teacher that participated in the study as
recommended by the principal. Pseudonyms have been randomly assigned to protect and
maintain confidentiality for all participants.

Principal Leadership on Teacher Retention in K-4 Charter Schools 42

Table 1
Interview Participants
Name Years at the School Role within School
Ms. Vanessa 2

School Counselor
Ms. Erica 1.5

Classroom teacher
Ms. Ana 2.5

Speech pathologist

The interview with Ms. Vanessa, a school counselor, was conducted on October 10,
2017 at 2:45 p.m. and lasted 26 minutes. All four research questions were presented to
Ms. Vanessa at the beginning of the interview and permission was granted to record using
an iPhone voice recording application. All questions were presented to Ms. Vanessa and
upon completion of the interview Ms. Vanessa was presented with the researchers contact
information for any necessary follow ups.
The second interview took place on October 11, 2017 at 3:38 p.m. with Ms. Ana, a
speech pathologist at the school. The interview lasted for 22 minutes and highlighted the
three most important things principals do to retain teachers, described the school’s climate
and culture, as well as Ms. Ana’s perspective on strategies/activities that help create a good,
supportive working environment for all teachers.
The third interview was conducted on October 12, 2017 at 1:25 p.m. with Ms. Erica,
a 2nd grade teacher at the school. The interview with Ms. Erica last 33 minutes, all five
interview questions were asked and answered completely.
Principal Leadership on Teacher Retention in K-4 Charter Schools 43

Detailed Interview and Survey Data Results
Following the completion of the survey and all interviews, the researcher uploaded
all audio files for audio transcription support. All interview transcript data was then
uploaded into a software program used to analyze qualitative data. The researcher was able
to analyze and code individual documents to find preliminary codes. The researcher
developed 26 preliminary codes through the process of open coding. During the initial
phases of open coding, the researcher identified any segment of data that might be useful
(Merriam & Tisdell, 2016). Next, the researcher grouped all open codes, using the axial
coding process (Merriam & Tisdell, 2016). During this phase, the researcher used the
coding to generate interpretations and begin to develop themes that would address the most
significant answer to the research questions. The researcher was then able to use detailed
pieces of information and codes to match the items that belonged together in each bucket
(Merriam & Tisdell, 2016). These buckets eventually led to the findings introduced in the
next section.
Research Findings Relevant to Research Question One
What specific principal leadership practices have supported teacher retention?
The researcher interviewed three staff members for approximately 30 minutes and
asked open-ended questions relating to the impact school principal leadership has on teacher
retention specifically at their own school. The question that elicited the most informative
responses to answer Research Question One was the interview question, What are the three
most important things principals do to retain teachers at your school? Follow up questions
included:

Principal Leadership on Teacher Retention in K-4 Charter Schools 44

● What gives you the most satisfaction?
● What do you value the most?
When questioned, Ms. Ana stated,
I also think that, from what I’ve seen, that being supportive in behavior management
would be really helpful in retaining teachers. I know that from my experience, I’ve
seen a lot of teachers that just don’t feel like they have the support when behaviors
get out of control in the classroom. Sometimes in the schools I’ve been in, there
have been not clear enough repercussions for student behaviors.
All three interview respondents mentioned this theme of “behavior management
support.” This compelling theme of principals providing behavior management support was
a predominant suggestion each respondent had in regards to strategies that would improve
teacher retention. In response the interview question, Ms. Vanessa mentioned:
I would have to say particularly in south Los Angeles, it would be to manage the
behaviors in the classroom, well at least provide coaching, training for the teachers
so they can manage the behaviors where it won’t impact classroom management,
value them, and positive staff culture.
When each interviewee responded to interview question number four, What
procedure or a strategy that was implemented by your school administration, you believe
made an impact on teacher retention?” the researcher was easily able to organize common
themes. Table 2 lists patterns in respondent statements.

Principal Leadership on Teacher Retention in K-4 Charter Schools 45

Table 2
Common Themes: Interview Questions 1 and 3
Interview Question 1 & 3 Common Themes
Q1: What are the three most important
things principals do to retain teachers at
your school?

Q3: What strategies/activities do you use
to create a good, supportive working
environment for all teachers?
● Instructional coaching
● Making teachers feel appreciated
and valued
● Creating positive staff culture/climate
● Practicing empathy
● Providing clear guidelines for
consequences of student behavior
● Creating relationships with parents
● Creating strong relationships amongst
staff
● Surveying staff frequently to see
where they need support
● Advocating for staff needs

Summary of Findings for Research Question One
The respondents shared many commonalities in their responses to interview
questions. The data collected in this study indicated that specific principal leadership
practices that support teacher retention incorporate strategies ranging from behavior
management support to making teacher feel appreciated.
Research Findings Relevant to Research Question Two
What specific principal leadership practices have not supported teacher retention?
The three previously mentioned staff interviewees also served to answer Research
Question Two. The open-ended interview question that elicited the most informative
responses to answer Research Question Two was the interview question, Describe this
school’s climate and culture. Follow up questions included:

Principal Leadership on Teacher Retention in K-4 Charter Schools 46

● How are decisions made?
● How does school climate affect teacher retention?
When questioned, Ms. Ana initially responded,
The culture, we’re trying to lead from a place of love, in the special education
department, specifically. For the school, I feel like it’s, I personally haven’t seen a
very hostile climate. Is it a very consistent climate? I wouldn’t say that, either.
Unfortunately, I haven’t seen the culture in action, let’s say.
When asked the follow up question, How are decisions made? Ms. Ana answered, “I
don’t know how decisions are made. I don’t know that anybody does, because so many
pieces are being moved around.”
When asked the final follow up question, How does school climate affect teacher
retention? Ms. Ana answered,
It’s, from my experience here, specifically, when we’ve had a hostile climate, and
what I mean by a hostile is just a lot of student behaviors that really affect the whole
entire campus. It could be a student from one classroom, but it’s usually, in the past,
it’s affected the whole campus, in terms of disruptive behaviors that echo throughout
the campus. It definitely affects retention in a negative way, because teachers just
feel like the disruptive behavior keeps them from helping their kids make progress
and reach their goals.
The theme established in this interview was school climate can affect teacher
retention. Specifically, at this school, their school climate is perceived to be “hostile;”
consequently, this has left a negative impact of experiences for teachers and students. This
Principal Leadership on Teacher Retention in K-4 Charter Schools 47

theme was evident in other respondent interviews as well. In response to the follow up
question How does school climate affect teacher retention? Ms. Vanessa stated,
Very negatively as the teachers do not appreciate the hot and steamy climate and it
negatively impacts their retention because they no longer want to work here. They
don’t feel valued or appreciated and there is definitely a common trend. The lack of
support from the administration team to the teachers.
This statement reinforced the interpretation gained from the interview with Ms. Ana;
however, Ms. Vanessa added to the point that teachers are not willing to stay if they don’t
feel valued or appreciated.
In response to the follow up question How does school climate effect teacher
retention?, the second interviewee, Ms. Erica shared,
It can negatively effect teacher retention if decisions aren’t made in the right way. If
decisions are made without total agreeance it can let teachers know that things are
not in unison . . . they feel like their voices aren’t heard.
Ms. Erica’s response provided another aspect to help answer the question What specific
leadership practices have not supported teacher retention? Her interview provided the
researcher with the theme “lack of team decision making.” The researcher was able to interpret
that there is a negative impact on teacher retention when unilateral decisions are made.
Other notable themes to answer Research Question Two, What specific principal
leadership practices have not supported teacher retention? were noted by the researcher in
Table 3.

Principal Leadership on Teacher Retention in K-4 Charter Schools 48

Table 3
Common Themes: Interview Questions 2 and 4
Interview Questions 2 & 4 Common Themes
Q2: “Describe this school’s climate and
culture. How are decisions made? How
does school climate affect teacher
retention?”

Q4: “What procedure or a strategy that was
implemented by your school administration,
you believe made an impact on teacher
retention?”
● No clear consequences for student
behaviors
● Not holding students accountable for their
behaviors
● Devaluing the role of school social
workers and mental health providers
● Lack of training opportunities for staff in
behavior management
● No systematic approach to providing
substitute coverage when teachers are sick
● Lack of support to new and struggling
teachers
● Not providing appropriate spacing for
related staff members (speech pathologist,
counselors, sped teachers, art, Spanish
etc.)

Summary of Findings for Research Question Two
The data suggested, when decisions are not made as a team, teachers do not feel
valued or appreciated. Evidence from the interviews also proposed that when a principal
does not promote positive climate, teacher retention is negatively affected.
Research Findings Relevant to Research Question Three
How are principals evaluating the effectiveness of the strategies put in place to support teacher
retention?
When staff were surveyed, they were given three demographic-based survey questions
and 10 rating scale questions. The items numbered 4 through 13 were classified as “rating scale”
questions and were structured around gaining insight specifically to leadership and management
Principal Leadership on Teacher Retention in K-4 Charter Schools 49

practices. School staff rated how much they agreed with a given statement on a rating scale,
with “very untrue of what I believe” ranking the most negative and “very true of what I believe”
ranking the most positive.
Figure 6 represents the findings for survey question number 4, My leader uses a two-way
process of listening, informing, persuading, and sharing ideas?

Figure 6. Findings for Survey Question Number 4
Principal Leadership on Teacher Retention in K-4 Charter Schools 50

The statement, “Untrue of what I believe” and “Somewhat untrue of what I believe”
received 27% and 25% of the survey responses respectively. These two categories are where the
majority of survey respondents answered the question. Based on all the data from survey
question number four, the researcher was able to interpret that 65% of respondents did not feel
their principal used a two-way process of listening, informing, persuading, and sharing ideas.
Figure 7 represents the findings for survey question number 5, My leader shows respect
for everyone?

Figure 7. Findings for Survey Question Number 5
Principal Leadership on Teacher Retention in K-4 Charter Schools 51

The statement, “Untrue of what I believe” and “Somewhat untrue of what I believe”
received 22% and 27% of the survey responses respectively. These two categories are
where the majority of survey respondents answered the question. Based on the all the data
from survey question number five, the researcher was able to interpret that 58% of
respondents did not feel their principal showed respect for everyone.
The following 8 represents the findings for survey question number 6, My leader
attains and provides the resources his or her people need to do their jobs effectively?
The statement, “Untrue of what I believe” and “Somewhat untrue of what I believe”
both received 24% of the survey responses respectively. These two categories are where the
majority of survey respondents answered the question. Based on all the data from survey
question number six, the researcher was able to interpret that 63% of respondents did not
feel their principal provided the resources his or her people needed to do their jobs
effectively.
Figure 9 represents the findings for survey question number 7, My leader clearly
communicates mutual expectations?
The statement, “Untrue of what I believe” and “Somewhat untrue of what I believe”
received 24% and 20% of the survey responses respectively. These two categories are
where the majority of survey respondents answered the question. Based on all the data from
survey question number 7, the researcher was able to interpret that 59% of respondents did
not feel their principal clearly communicated mutual expectations.

Principal Leadership on Teacher Retention in K-4 Charter Schools 52

Figure 8. Findings for Survey Question Number 6

Principal Leadership on Teacher Retention in K-4 Charter Schools 53

Figure 9. Findings for Survey Question Number 7

Figure 10 represents the findings for survey question number 8, My leader actively
seeks and uses feedback from his or her team?

Principal Leadership on Teacher Retention in K-4 Charter Schools 54

Figure 10. Findings for Survey Question Number 8

The statement, “Untrue of what I believe” and “Somewhat untrue of what I believe”
received 30% and 24% of the survey responses respectively. These two categories are
where the majority of survey respondents answered the question. Based on all the data from
survey question number 8, the researcher was able to interpret that 63% of respondents did
not feel their principal actively sought out feedback from his or her team.
Principal Leadership on Teacher Retention in K-4 Charter Schools 55

Figure 11 represents the findings for survey question number 9, My leader
encourages the involvement of employees in decision making?

Figure 11. Findings for Survey Question Number 9

The statement, “Untrue of what I believe” and “Somewhat untrue of what I believe”
received 27% and 31% of the survey responses respectively. These two categories are
where the majority of survey respondents answered the question. Based on all the data from
Principal Leadership on Teacher Retention in K-4 Charter Schools 56

survey question number 9, the researcher was able to interpret that 71% of respondents did
not feel their principal encouraged the involvement of employees in decision making.
Figure 12 represents the findings for survey question number 10, My leader
articulates a vision that gets the people in his or her organization involved?

Figure 12. Findings for Survey Question Number 10

Principal Leadership on Teacher Retention in K-4 Charter Schools 57

The statement, “Untrue of what I believe” and “Somewhat untrue of what I believe”
received 26% and 33% of the survey responses respectively. These two categories are
where the majority of survey respondents answered the question. Based on all the data from
survey question number 10, the researcher was able to interpret that 68% of respondents did
not feel their principal encouraged the involvement of employees in decision making.
Figure 13 represents the findings for survey question number 11, My leader sets
realistic performance expectations and holds people accountable?
The statements, “Very untrue of what I believe,” “Untrue of what I believe” and
“Somewhat untrue of what I believe” received 16%, 16%, and 33% of the survey responses
respectively. These three categories are where the majority of survey respondents answered
the question. Based on all the data from survey question number 11, the researcher was
able to interpret that 65% of respondents did not feel their principal set realistic
performance expectations and held people accountable.
Figure 14 represents the findings for survey question number 12, I am comfortable
talking to my leader about problems or concerns?

Principal Leadership on Teacher Retention in K-4 Charter Schools 58

Figure 13. Findings for Survey Question Number 11
Principal Leadership on Teacher Retention in K-4 Charter Schools 59

Figure 14. Findings for Survey Question Number 12

The statements, “Very untrue of what I believe” and “Untrue of what I believe”
received 17% and 35% of the survey responses respectively. These two categories are
where the majority of survey respondents answered the question. Based on all the data from
survey question number 12, the researcher was able to interpret that 65% of respondents did
not feel comfortable talking to their leader about problems or concerns.
Principal Leadership on Teacher Retention in K-4 Charter Schools 60

Figure 15 represents the findings for survey question number 13, I feel my leader
will impact my decision to stay in my current position at the end of the school year?
The statements, “Somewhat true of what I believe” and “True of what I believe”
received 22% and 42% of the survey responses respectively. These two categories are
where the majority of survey respondents answered the question. Based on all the data from
survey question number 13, the researcher was able to interpret that 82% of respondents feel
their principal will impact their decision to stay in their current position at the end of the
school year.

Principal Leadership on Teacher Retention in K-4 Charter Schools 61

Figure 15. Findings for Survey Question Number 13

Summary of Findings for Research Question Three
The survey data presented was used to demonstrate the effectiveness of the current
strategies that are in place that support teacher retention. The researcher was able to analyze
the data and interpret that in general, staff do not feel confident in the leadership and
management ability of the principal and feel their principal will impact their decision either
to stay or leave at the end of the school year. Overall, the current strategies being
Principal Leadership on Teacher Retention in K-4 Charter Schools 62

implemented at the school are not effective and beneficial for supporting the sustainment of
teachers from year to year.
Research Findings Relevant to Research Question Four
What is the impact principals have on teacher retention rates?
Evidence from the interview and research data are shown in Table 4.

Table 4
Common Themes: Research Question 4
Interview Question 4 Common Themes
RQ4:
What is the impact principals have on
teacher retention rates?

● Principals need to put in place things to
make sure teachers have a work life
balance and feel supported.
● Principals need to make teachers feel like
they aren’t carrying unnecessary weight in
the classroom
● Change in leadership teams can decrease
teacher retention rates
● If principals are not supporting teachers,
they will leave
● If principals do not value teachers, they
will leave
● Principals need to hire the right people
that are prepared to work in inner cities in
southern California
● Principals impact teachers’ decisions to
stay when they do not promote quality
staff (showing favoritism in staff
promotion)
● Overall principals impact teachers’
decisions to stay or leave their current
positions

Principal Leadership on Teacher Retention in K-4 Charter Schools 63

Summary of Results
This chapter presented the analysis of open-ended interview questions as well as
survey questions designed to rate teachers’ confidence in the leadership and management
ability of the principal. The first section reviewed the objectives, research questions, as well
as the methodology used for gathering the data. The second section reviewed demographic
interview and survey data, finally the third section reviewed the detailed results of the
interview and survey data.
The data clearly indicated that behavior management and teacher appreciation
promote teacher retention while lack of consequences and accountability along with lack of
systems can negatively impact teacher retention. The researcher was also able to determine
that changes in leadership teams can decrease teacher retention rates and that principals
ultimately impact teachers’ decisions to stay or leave their current positions.
Chapter Five will represent the findings of this study. Also, Chapter Five will
include recommendations for future research.

Principal Leadership on Teacher Retention in K-4 Charter Schools 64

CHAPTER FIVE: DISCUSSION
This chapter provides a comprehensive summary of the study and findings, discussion of
implications, and recommendations for further study. The study was presented over the course
of five chapters; Chapter One was an overview of the study, Chapter Two provided a review of
the literature while Chapter Three contained a discussion of the methodological design of the
study. Chapter Four included an examination of the findings of each research question as well as
discussed the emerging themes from the data collection.
Summary of the Study
Each year school districts across the nation actively recruit teachers to fill vacancies
created by teachers leaving the profession. Many schools are struggling to retain quality teachers
for quite a few reasons. New teachers are leaving the profession at a shocking rate, nearly one-
third of new teachers leave the field within the first three years, and one-half depart after five
years (Brown & Wynn, 2009).
This lack of teacher retention can be attributed to numerous circumstances, including
working conditions, particularly in the areas of leadership and teacher empowerment making
(Knight, 2012). Sherwood (2013) discussed other factors as teacher morale, student behavior,
and school environment. Ainsworth (2013) confirmed these findings in his study which
established attrition is highest in schools serving low-income and minority students, and that
more highly qualified teachers leave urban schools for suburban schools with less minority
students. Harris (2008) examined the relationship between teacher turnover and principal
leadership. Her research suggested that the leadership styles of school principals is the most
critical factor in a supportive school climate for teachers, which in turn, enhances the desire of
educators to remain in the profession.
Principal Leadership on Teacher Retention in K-4 Charter Schools 65

Other factors leading to low teacher retention rates included the research of Simpson
(2014). Her work suggested principals are instrumental in building relationships, capacity, and
opportunities for teachers to develop professionally. Her literature also suggested that teachers
do not mind working in challenging schools, but they need principals who display strong risk-
taking leadership, assist with decision-making, and provide planning time.
Purpose of the Study
The purpose of this research was to identify the impact of principal leadership on teacher
retention in Kindergarten through fourth grade charter schools in southern California. With this
stated purpose, the following research questions were the focus of this study:
1. What specific principal leadership practices have supported teacher retention?

2. What specific principal leadership practices have not supported teacher retention?

3. How are principals evaluating the effectiveness of the strategies put in place to support
teacher retention?

4. What is the impact principals have on teacher retention rates?
The literature review considered information about teacher attrition specifically at charter
schools across many settings. Research conducted by Schulman (2008) suggested that studies
have found teacher retention problems may be even more pervasive in charter schools than in
non-charter public schools.
Summary of the Findings
Research Question One
The first research question asked, What specific principal leadership practices have
supported teacher retention? Teachers at this southern California charter school lacked
behavior management support which was a primary reason why many teachers left the
Principal Leadership on Teacher Retention in K-4 Charter Schools 66

profession. Each of the three interview respondents mentioned behavior management
support as a strategy to support the retain teachers at their school. Schlichte et al. (2005)
found similar themes emerged in their study; they further supported the claim that behavior
management and excessive paperwork are reasons associated with teachers leaving the
profession prematurely.
Participants in this study also identified instructional coaching as being an equally
critical factor in promoting teacher retention. The third interviewee, Ms. Ana, commented
that she believed instructional coaching was the most value strategy a principal could
provider her. She stated,
I think that I personally would value instructional coaching because I do think that I
want to give my kids the best therapy. And therapy as well as teaching is just
constantly changing and evolving. And that instructional coaching is really
important so that we’re doing what’s best for the students.
Ms. Ana’s response is consistent with the findings of Lunenburg and Ornstein (2003) which
defined leadership in six major categories. They suggested that leaders who put an
emphasis on instructional leadership will improve teaching and learning to meet the goals of
the school. Common themes that emerged from the findings for research question one were
creating positive staff culture/climate, practicing empathy, and creating relationships
amongst staff.
Research Question Two
The second research question asked, What specific principal leadership practices
have not supported teacher retention? The data suggested, when decisions are not made as
a team, teachers do not feel valued or appreciated. Evidence from the interviews also
Principal Leadership on Teacher Retention in K-4 Charter Schools 67

proposed that when principals do not promote positive climate, teacher retention is
negatively affected. The data indicated that this idea was distinct amongst all three
respondents and it also resembled the findings of Kraft, Marinell, and Yee (2015). This
study suggested that schools with higher quality school climates had lower levels of teacher
turnover. One of the interesting, yet reassuring, findings of their study indicated that as
school climate improves, teacher turnover ultimately decreases.
Another common theme that emerged from the data included the idea that there is a
lack of support to new and struggling teachers. There was overwhelming evidence from the
interviews responses as well as research that suggested school leaders that are supportive
and provide opportunities for relevant professional development, reduces teacher turnover.
Ms. Ana shared,
I also think that the administration definitely should offer more support within the
classroom when they see that a teacher is struggling especially because one teacher
struggling with one class in a higher grade like third or fourth can impact the whole
grade. The students do change classrooms so it trickles . . . More than one
classroom is not going to be affected.
This statement is consistent with the concepts presented by Kraft et al., (2015) as
well. Their study suggested leadership was found to have the strongest relationship with
teacher turnover. The researchers proposed that improving leadership as well as creating a
more positive school climate, teacher turn over could be reduced by 25%. The results of
this research question affirmed the concept that school climate effects the experiences of
teachers and staff at schools; therefore, to reduce teacher turnover school leaders are
Principal Leadership on Teacher Retention in K-4 Charter Schools 68

encouraged to foster positive climate by providing support. Interview data suggested these
support strategies are:
• Providing clear consequences for student behaviors
• Holding students accountable for their behaviors
• Recognizing/emphasizing the importance of school mental health providers
• Providing consistent and relevant staff training
• Providing support for new and struggling teachers
• Providing appropriate spacing and support for related staff members (counselors,
designated instruction specialists, special education staff, electives teachers)
Research Question Three
The third research question asked, How are principals evaluating the effectiveness of
the strategies put in place to support teacher retention? The results of the survey data
demonstrated the effectiveness of the current strategies that support teacher retention.
Teacher responses to the survey were used to construct the measures of success for the
school principal and the impact it has a teacher retention.
The 13 survey items were used to measure these specific management and
leadership practices at the charter school. These items were chosen because of their direct
impact on teacher retention. An example question from the survey is shown in Figure 16.
The researcher determined that in general staff did not feel confident in the
leadership and management ability of the principal. Most teachers felt their principal will
impact their decision either to stay or leave at the end of the school year.
Principal Leadership on Teacher Retention in K-4 Charter Schools 69

Overall, the current strategies being implemented at the school are not effective and
beneficial for supporting the sustainment of teachers from year to year. The Table 5
provides a summary of the survey data for questions 4-13.

Figure 16. Example of Survey Question

Table 5
Summary of Survey Data: Questions 4-13
Number Question
Summary of
Response
#4 My leader uses a two process of listening,
informing, persuading, and sharing idea?

35%- Agreed
65%- Disagreed
#5 My leader shows respect for everyone? 42%- Agreed
58%- Disagreed

#6 My leader attains and provides the resources
his or her people need to do their jobs
effectively?

37%- Agreed
63%- Disagreed
#7 My leader clearly communicates mutual
experiences?

41%- Agreed
59%- Disagreed
#8 My leader actively seeks uses feedback from
his or her team?

37%- Agreed
63% - Disagreed
#9 My leader encourages the involvement of
employees in decision-making?

29%- Agreed
71%- Disagreed
#10 My leader articulates a vision that gets the
people in his or her organization involved?
32%- Agreed
68%- Disagreed

Principal Leadership on Teacher Retention in K-4 Charter Schools 70

Table 5 (Cont’d.)

Research Question Four
Research question four asked, What is the impact principals have on teacher
retention rates? The common themes that emerged from the exploration of this research
question were centered on the understanding that principals should consider putting in
measures to address work life balance. The work of Koppes and Swanberg (2008)
substantiated the claim that work and life balance will lead to positive outcomes for
workers. Being valued and acknowledged as an employee is essential for establishing a
better work-life culture and in turn reflects positively on the institution or business
organization as desirable places to work (Koppes & Swanberg, 2008).
Further support for this claim was supported by interview participant Ms. Erica.
When asked by the researcher “What are the three most important things principals can do
to retain teachers? She shared,
Maybe making sure the staff was happy. Just having that work/life balance. So if
you’re not on top of things, or you’re giving teachers things at the last minute, and
Table
Number Question
Summary of
Response
#11 My leader set realistic performance
expectations and holds people accountable?

35%- Agreed
65%- Disagreed
#12 I am comfortable talking to my leader about
problems and concerns?

35%- Agreed
65% - Disagreed
#13 I feel my leader will impact my decision to
stay in my current position at the end of the
school year?

82%- Agreed
18%- Disagreed
Principal Leadership on Teacher Retention in K-4 Charter Schools 71

then having them to meet last minute deadlines. That causes teachers to lose their
work/life balance. It can make teachers unhappy as well.
Evidence from the interview and research data suggested principals need to put in
place protocols that bolster work life balance. Principals also need to make teachers feel
like they aren’t carrying unnecessary weight in the classroom. The evidence from the
interviews also suggested that principals should be actively pursuing the right teachers that
are prepared to work in inner city southern California. Gehrke (2005) researched the
challenges most urban and low-income schools face when undertaking the test of hiring
quality teachers. The authors work described a teacher working in the inner city as
someone who is self-aware and self-reflective, able to establish connections with students
that facilitate engagement and one who has developed a knowledge base of issues particular
to urban schools.
Further support for this claim was provided by interview participant Ms. Ana.
When asked “Do you think administration contributes to teacher your school’s teacher
retention rate?” She shared,
I’ve seen teachers leave really early in the school year, and to me that just seems that
could have been something that the administrator might have known or figured out
in the interview process . . . it just seems like that could have been something, that
could have been avoided if the administrator who was hiring the faculty had a better
grasp on the teacher’s personality or have known if they’re ready to teach in this
environment, which isn’t easy. Definitely takes someone with tougher skin.
Results of interview data also suggested that principals have an impact teacher
retention from the very beginning of the process, in other words, principals can impact
Principal Leadership on Teacher Retention in K-4 Charter Schools 72

retention rates by making sure to hire to qualified teachers who have the experience or
ability to work in the inner city.
Ultimately, the results of survey question 13 were staggering. The question
requested teachers to select an answer to the question I feel my leader will impact my
decision to stay in my current position at the end of the school year. Based on all the data,
the researcher was able to interpret that 82% of respondents felt their principal will impact
their decisions to stay in their current position at the end of the school year. Overall the
research indicated that principals impact teachers’ decisions to stay or leave their current
positions

Principal Leadership on Teacher Retention in K-4 Charter Schools 73

Limitations
The population targeted for this research was limited to a sample of teachers at
single school site in southern California. This narrowed the field of people who could be
used for data; the research may have been more beneficial if it had been conducted with a
more far-reaching group of participants.
Additional limitations related to the target population including the teachers’
willingness to participate in the survey, availability, and individual teacher schedules.
Collecting interview data provided to be the most impacted area of data collection. The
researcher originally intended to conduct five participant interviews but due to teacher
availability she was only able to conduct three complete interviews.
Further limitations included the voluntary nature of the study may have created a
bias in that teachers who were willing to participate may hold stronger opinions regarding
the leadership of the principal.
Implications for Practice
The information identified in this study will add to the growing body of literature on
educational leadership, specifically the impact of principal leadership on teacher retention in
charter schools located in southern California. This research offers suggestions for best
practices that support teacher retention and promote positive work environment that would
enhance teacher retention of highly qualified teachers in charter schools. The study also
provided recommendations to principals regarding leadership development. Based upon the
research and results of the study, teachers are more inclined to continue working at schools
where a student behavior management system has been adopted and is utilized consistently,
as well as a school where teachers are provided with support in their classrooms through
Principal Leadership on Teacher Retention in K-4 Charter Schools 74

instructional coaching. Finally, the findings suggested that leaders who make teachers feel
appreciated and valued as well as promote relationships among staff will generally find that
staff are more willing to continue from year to year. This will require principals to commit
to consistent professional development initially for themselves and eventually bringing it
back to their school sites. Principals will have to be devoted to providing ongoing and
systemic behavior management professional developments, provide continual instructional
coaching and training for all teachers as well as dedicate ample time for staff
bounding/relationship building.
The findings in this study produced relevant data that is useful in assessing the
relationship between teacher retention in Kindergarten through fourth grade charter school,
located in southern California, as well as in examining the leadership styles of principals
who promote the retention of teachers.
Recommendations for Further Research
Three recommendations to address the need for further examination, research gaps,
and new research needs are based on careful analysis of the data collected throughout this
study:
1. The research for this particular study provides findings focused primarily on
Kindergarten through fourth grade charter schools in southern California.
Additional research needs to be collected for fifth through eighth grade schools as
well as high schools in the southern California.
2. Future research would be beneficial from evaluation of charter schools that are
located outside of the southern California geographical region. Research needs to be
Principal Leadership on Teacher Retention in K-4 Charter Schools 75

conducted to determine if findings would be valid in a geographical region outside
of southern California.
3. Finally, it is recommended that future research investigate the relationship between
teacher retention and principal attributes, more specifically, principal years of
experience. This additional research will evaluate the significance (if any) of
administrator experience on teacher retention in southern California charter schools.
Conclusion
The research above puts a great deal of emphasis on the actions of the principal. In
today’s society the principal must be a person of unwavering, steadfast, valuable awareness.
He or she is the pacesetter for the school. Principals are held accountable for the success of
the school and held to a hire standard to maintain it.
This study adds to the growing body of literature on educational leadership,
specifically the impact of principal leadership on teacher retention in charter schools located
in southern California. In addition, this study identified best practices for supporting
teacher retention of highly qualified teachers in charter schools as well as providing
recommendations to principals regarding leadership development. The research findings
for this particular study suggested seven strategies principals should utilize to promote
teacher retention in K-4 charter school located in southern California,
1. Behavior management support
2. Instructional coaching
3. Create and maintain positive staff culture and school climate
4. Team decision making processes
5. Consistent support for new and struggling teachers
Principal Leadership on Teacher Retention in K-4 Charter Schools 76

6. Promote work life balance
7. Hire qualified staff
The research findings in this study are consistent with previously published findings
in this academic area as well. Principals and school leaders can use this research to provide
direction and clarity when implementing strategies and policies to promote teacher
retention.

Principal Leadership on Teacher Retention in K-4 Charter Schools 77

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Principal Leadership on Teacher Retention in K-4 Charter Schools 85

Appendix A: Interview Questions
Interview Protocol Form

Date
Time
Location
Interviewer
Interviewee
Release signed?

Notes to interviewee:
Thank you for your participation. I believe your input will be valuable to this research and in
helping grow all of our professional practice.

Approximate length of interview: 30 minutes, 5 major questions

Purpose of research:
The purpose of this study is to identify the impact of principal leadership on teacher retention in
Kindergarten through fourth grade charter schools in south Los Angeles
1
. Although many
studies have examined this topic, few studies have examined this topic within the selected region
of a south Los Angeles and have been specific to charter school teacher retention, Therefore, the
purpose of this study is to investigate the impact principal leadership has on teacher retention in
Kindergarten to fourth grade charters schools in south Los Angeles. This study will aim to gain
insight into administrators’ and teachers’ perspectives on how principals impact retention rates.

1
Information redacted fro confidentiality
Principal Leadership on Teacher Retention in K-4 Charter Schools 86

1. What are the three most important things principals do to retain teachers at school? What
gives you the most satisfaction? What do you value most?

Response from Interviewee:

Principal Leadership on Teacher Retention in K-4 Charter Schools 87

2. Describe this school’s climate and culture. How are decisions made? How does school
climate affect teacher retention?

Principal Leadership on Teacher Retention in K-4 Charter Schools 88

3. What strategies/activities do you use to create a good, supportive working environment
for all teachers?

Response from Interviewee:

Principal Leadership on Teacher Retention in K-4 Charter Schools 89

4. What procedure or a strategy that was implemented by your school administration, you
believe made an impact on teacher retention?

Response from Interviewee:

Principal Leadership on Teacher Retention in K-4 Charter Schools 90

5. Does your school have a high, moderate, or low teacher retention rate, and do you think
the administration’s behavior has contributed to that retention rate? Why?

Response from Interviewee:

● Closure
○ Thank you to interviewee
○ ask permission to follow-up

Principal Leadership on Teacher Retention in K-4 Charter Schools 91

Appendix B: Survey Questions

Principal Leadership on Teacher Retention in K-4 Charter Schools 92

Principal Leadership on Teacher Retention in K-4 Charter Schools 93

Principal Leadership on Teacher Retention in K-4 Charter Schools 94

Abstract (if available)

Abstract Researchers in education have proposed while ineffective principal leadership often leads to teacher attrition, effective principal leadership often leads to teacher retention as well. Leaders in diverse communities such as southern California are faced with the task of finding quality staff, improve job satisfaction, as well as retaining quality teachers. Although many studies have examined this topic, few studies have examined this topic within the selected region of southern California and have been specific to charter school teacher retention. Therefore, the purpose of this study was to investigate the impact principal leadership has on teacher retention in Kindergarten to fourth grade charters schools in southern California. The implications and recommendations provided within this study provide relevant data that is useful in assessing the relationship between teacher retention in large urban school districts, as well as in examining the leadership styles of principals who promote the retention of teachers.

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Asset Metadata

Creator Kemp, Christian Theresa (author)

Core Title The impact of principal leadership on teacher retention in K-4 charter schools in South Los Angeles

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/12/2018

Defense Date 03/19/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag charter schools,impact,leadership,OAI-PMH Harvest,Principal,retention,South Los Angeles,teacher,teacher attrition

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Casturita, Rudy (committee chair), Garcia, Pedro E. (committee member), Solis, Lisa (committee member)

Creator Email Kempc@usc.edu,kempc1021@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-6195

Unique identifier UC11670852

Identifier etd-KempChrist-6231.pdf (filename),usctheses-c89-6195 (legacy record id)

Legacy Identifier etd-KempChrist-6231.pdf

Dmrecord 6195

Document Type Dissertation

Rights Kemp, Christian Theresa

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

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