This report documents broadly the research that addresses the prevalence of principal turnover, the factors associated with a principal’s decision to leave, the consequences of principal turnover for teaching and learning, and evidence-based strategies for improving principal retention.
Donley, J., Detrich, R., States, J., & Keyworth, (2020). Principal Retention Overview. Oakland, CA: The Wing Institute. https://www.winginstitute.org/quality-leadership-principal-retention.
This report analyzes the retention problem in the United States through documentation of recent teacher turnover data, and reviews the research on the factors that contribute to teachers’ decisions to remain in the
Donley, J. (2019). Teacher Retention Analysis. Oakland, CA: Wing Institute. Retrieved from https://drive.google.com/file/d/1V1YeiC6nzDooV0A1UIRQKt6dnOBMXICz/view?usp=sharing
This paper examines the impact of teacher turnover on education systems. Teacher turnover is quite costly, and primarily has negative consequences for school operations, staff collegiality, and student learning.
Donley, J., Detrich, R., Keyworth, R., & States, J. (2019). Teacher Retention. Oakland, CA: The Wing Institute. https://www.winginstitute.org/quality-teachers-retention
Research on teacher turnover has led to the identification of retention strategies to help advance the profession and improve the recruitment, preparation, and support of teachers. This report summarizes available research on these strategies and discusses potential barriers and research on their relative cost-effectiveness.
Donley, J., Detrich, R., States, J., & Keyworth, R. (2019). Teacher Retention Analysis Overview. Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-retention-strategies
This paper is the first attempt to test the community amenity hypotheses in a multivariate framework using administrative data on teacher employment patterns.
Miller, L. C. (2012). Understanding rural teacher recruitment and the role of community amenities. Journal of Research in Rural Education, 27(13), 1-52.