The Influence of School Administrators on Teacher Retention Decisions

Donald J. Boyd, Pam Grossman, Marsha M. Ing, Hamilton Lankford, Susanna Loeb, James Wyckoff

2010-09-14articleAmerican Educational Research Journal709 citationsclosed

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Teacher Professional Development and Motivation School Leadership and Teacher Performance School Choice and Performance

Abstract

This article explores the relationship between school contextual factors and teacher retention decisions in New York City. The methodological approach separates the effects of teacher characteristics from school characteristics by modeling the relationship between the assessments of school contextual factors by one set of teachers and the turnover decisions by other teachers in the same school. We find that teachers’ perceptions of the school administration has by far the greatest influence on teacher retention decisions. This effect of administration is consistent for first-year teachers and the full sample of teachers and is confirmed by a survey of teachers who have recently left teaching.

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