For many districts, maintaining a high-quality teacher workforce can feel like pouring into a leaky bucket. Each year, they scramble to fill teaching positions only to see, on average, 6 to 7 percent turnover each year (Diliberti & Schwartz, 2025).
Unfortunately, according to a review of 120 studies, most district retention policies and strategies do not appear to work (See et al., 2020). Notably, few well-designed studies have reported positive impact for induction, mentoring, and professional learning programs on the retention of new teachers. And although there’s evidence to suggest financial incentives entice people into teaching, money alone doesn’t appear to be enough to get them to stay.
So, what does? A recent examination of 14 high-quality studies (i.e., with large sample sizes and valid measures of teacher retention) points to a seemingly simple answer: good leaders (Shell et al., 2023).
The study showed, “Poor support from the principal accounts for almost half of the teachers quitting.” As such, it’s not surprising that “principal support and encouragement” is the single most important predictor of teacher retention across a variety of school settings (rural or urban) and types (elementary, middle, high). Supportive principals listen to teachers’ concerns, offer viable solutions, and provide professional learning targeted to teachers’ needs.
In addition, strong positive links emerge between teacher retention and these principal behaviors:
- Clearly communicating the school’s vision, operating procedures, and expectations, which promotes group cohesion and helps teachers connect daily efforts to a deeper sense of purpose.
- Recognizing teachers for a job well done, which counteracts a key reason many teachers leave their jobs—not feeling appreciated for their work and impact they have on young people.
- Enforcing disciplinary policies and maintaining an orderly climate, which allows teachers to focus on teaching.
- Evaluating teachers fairly and honestly, which builds trust by making expectations clear and helping teachers see areas where they excel and can grow in.
Ultimately, these studies seem to affirm the well-worn HR maxim that people don’t quit companies, they quit bosses. Incentives, structures, and programs only go so far if teachers don’t have leaders who support and encourage them. The good news is that the solution to teacher retention doesn’t have to be a new (or expensive) program. It’s more about building principals’ capacity to challenge and support teachers to meet high expectations while developing their sense of efficacy and belonging in a professional community.
