The Impact of Principal Leadership Styles on Teacher Retention
Abstract
The purpose of this study was to determine the impact of leadership styles on teacher retention, specifically in priority schools. The literature review revealed some existing research on the correlation of principal styles and teacher job satisfaction, student achievement, and teacher burnout, however; minimal research was found to support the significance of the relationship between leadership styles and teacher retention in priority schools. Participants in this study were 100 certificated elementary school teachers in the Jackson. Tennessee Madison County School District. The instrument used in this study was the Multifactor Leadership Rater Form Questionnaire (MLQ) published by Mind Garden, Inc. The survey consisted of 45 Likert-style questions. Each question was either aligned to transformational, transactional, or laissez-faire leadership styles. The responses were compiled and analyzed to resolve the following research questions that guided this study: (a) What is the nature of the correlation between transformational leadership style characteristics (idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration) in elementary school principals and teacher retention in Title I priority Tennessee urban schools? (b) What is the nature of the correlation between transactional leadership style characteristics (contingent reward and management by exception) in elementary school principals and teacher retention in Title I priority Tennessee urban schools? and (c) What is the nature of the correlation between laissez-faire leadership characteristics and teacher retention in Title I priority Tennessee urban schools? An additional question was included to measure teacher retention. Among the major findings of the study, the data revealed that the sub-components of transformational leadership were significant predictors of teacher retention in a priority school. Likewise, the Spearman rho analysis revealed that the sub-component contingent reward was also a significant predictor for teacher retention in a priority school. For the leadership style, management by exception active, a sub-component of contingent reward, the data did not support the existence of a significant relationship between this specific leadership style and teacher retention in a priority school. Last, results from the Spearman rho analysis showed laissez-faire and management by exception leadership styles did not show evidence of being significant predictors of teacher retention in priority schools.
Subject Area
Educational administration|Educational leadership
Recommended Citation
Joi A Mitchell,
"The Impact of Principal Leadership Styles on Teacher Retention"
(2021).
ETD Collection for Tennessee State University.
Paper AAI28413278.
https://digitalscholarship.tnstate.edu/dissertations/AAI28413278