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WHDL - 00016145

A qualitative study exploring the role of professional relationships of school climate in teacher retention in public middle schools

Niculina Sorinela Muscalu Howard

Resource Types

Academic (Thesis, Dissertation, Etc.)

Resource Languages

English

Institutional Repository

Description / Abstract

Teachers desire to work in a growing, positive, and supportive school community where they build healthy, strong professional relationships. Retaining qualified teachers is crucial to ensure quality education. While extensive research has been conducted on school climate in general, minimal research attention has been directed toward the impact of the professional relationships dimension of school climate on teacher retention in public middle schools. This qualitative study explored the role of the 14th dimension of school climate, professional relationships, as described by the National School Climate Center, in middle school teacher retention and the reasons teachers stay in their schools. This study also sought to identify the actions and strategies that contribute to healthy professional relationships that have a positive effect on teacher retention. Themes from semistructured interviews and document reviews found teachers from public middle schools perceived professional relationships as having a significant role in teacher retention. Teachers’ perceptions of school climate are crucial because their actions are explained as the result of their perceptions. Building healthy relationships is critical because there is a connection between the professional relationships dimension of school climate and teacher retention, where building healthy professional relationships results in higher retention. The following actions and strategies were found critical for building healthy professional relationships: principal being caring and encouraging self-care; principal providing differentiated support and opportunities for learning; using open, effective communication and trusting relationships; openness for encouraging and assisting others; being led by vision and values. Middle school teachers identified the following reasons for staying in their schools: students and love of the teaching profession, staff and overall positive perception of professional relationships, and feeling respected and supported by the leadership team.

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Copyright Notes

This material is used by permission of the rightsholder in accordance with the terms of the relevant content release. As a user, you have permission to use this content and download a copy for non-commercial use only. Downloading multiple quantities of this resource is expressly forbidden.

KeywordsSchool climate, Professional relationships, Teacher retention

Degree Awarded Doctor of Philosophy in Educational Leadership

Awarding InstitutionNorthwest Nazarene University

Committee MembersDerek Bub, Alina Mihai, Heidi Curtis

Supervisor or ChairSarah Quilici

Peer Reviewed?No

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