Teacher retention remains one of the most pressing challenges in education today.
According to the National Education Association (2023), nearly 55% of teachers considered leaving the profession in 2023. This alarming statistic underscores the urgent need for school leaders to address the factors driving teacher turnover. By understanding these underlying causes and implementing research-supported strategies, school leaders can create environments that foster stability and success.
SCHOOL CLIMATE IS CRITICAL
A positive school climate has consistently been shown to play a pivotal role in teacher retention. Teachers are more likely to stay in schools where they feel supported by administrators and colleagues. A 2023 report by Kraft et al. emphasizes that a culture of collaboration, mutual respect, and professional support is essential for retaining teachers.
Action Steps for Leaders: Conduct an annual school climate survey and use the results to address concerns, foster collaboration, and celebrate successes. Small, consistent improvements in climate can make a significant difference for teachers choosing to stay in the classroom and in improving student learning outcomes.
TEACHER WORKLOAD AND BURNOUT
Teacher workload and burnout were cited as the top reasons for leaving the profession in a 2024 survey by the Learning Policy Institute. The findings highlight that manageable workloads, adequate planning time, and administrative support significantly improve retention rates.
Action Step for Leaders: Review teacher schedules and identify ways to reduce administrative burdens. Consider parent volunteer engagement to help improve daily routines and build time into the faculty meeting agenda, time for teachers to plan and collaborate.
THE ROLE OF LEADERSHIP
Strong leadership is a cornerstone of teacher retention. Research by Grissom et al. (2023) underscores the importance of instructional leadership and building trust through collaboration and open communication. Teachers who feel valued and heard are more likely to remain committed to their schools.
Action Step for Leaders: Seek teacher input when developing the 2025-26 professional development calendar. Giving teachers a voice in decision-making builds trust, validates their expertise, and reinforces their importance in the school community.
Teacher retention is not just about solving a problem, it is about fostering a culture where educators feel valued, supported, and empowered to thrive. As school leaders plan for the 2025-26 school year, focusing on school climate, reducing teacher burnout, and prioritizing strong leadership relationships will lay the foundation for lasting success.
By implementing these research-supported strategies, school leaders can create an environment where teachers want to stay and where students can achieve their full potential in a positive school environment. Our world can often be filled with noise, it is important to pause, engage in the discussion, and learn from other school leaders.
WANT TO LEARN ABOUT IMPROVING TEACHER RETENTION?
Watch ADAC Answers Live: Collaborative Conversations for School Leaders with Dr. Denise Ball, recorded on February 5, 2025.
About the Author:
An award-winning educator, Dr. Denise Ball has served as a Catholic school teacher and principal in the Archdiocese of Detroit and as an Associate Superintendent of Catholic schools in the Archdiocese of Baltimore. In addition, Denise has served on numerous boards and committees, including the boards of the Michigan Association of Non-Public Schools (MANS), the What Ike Would Do (WIWD) Foundation, and Bergen Catholic High School. A veteran of the United States Army, she currently the Assistant Superintendent of Teaching and Learning for the Roman Catholic Archdiocese of Washington and a lecturer at Marymount University. Dr. Ball holds a bachelor’s degree from Southern Illinois University at Carbondale, a master’s degree from the University of Detroit Mercy, and a doctoral degree from Liberty University.
References:
Ball, D. M. (2023). Improving teacher retention within the Archdiocese of Washington schools. Doctoral Dissertations and Projects. 5006. https://digitalcommons.liberty.edu/doctoral/5006
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2024). Impacts of workload on teacher stress and retention. Learning Policy Institute.
Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2023). How principals affect students and schools. The Wallace Foundation.
Kraft, M. A., Marinell, W. H., & Yee, D. S. (2023). School organizational context, teacher turnover, and student achievement: Evidence from charter schools. Journal of Policy Analysis and Management, 42(1), 97–128.
National Education Association. (2023). Survey: More than half of teachers are considering leaving the profession. Retrieved from https://www.nea.org
