We can keep them here: linking value conflicts to teacher retention strategies.
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| Title: | We can keep them here: linking value conflicts to teacher retention strategies. |
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| Authors: | Pendola, Andrew1 (AUTHOR) pendola@auburn.edu, Smith-Murphy, Kari1 (AUTHOR) |
| Source: | Teacher Development. Aug2025, Vol. 29 Issue 4, p746-771. 26p. |
| Subject Terms: | *Teacher retention, *Autonomy (Psychology), *Ethical problems, *Educational leadership, *Corporate culture, *Mixed methods research, *Teachers |
| Geographic Terms: | Alabama |
| Abstract: | Although studies have long sought to address teacher shortages, research has often proposed interventions that neither address the underlying causes of turnover nor offer actionable solutions. In response, the authors aim to give teachers a voice in defining root-cause value conflicts leading to dissatisfaction, and then align these conflicts with building-level solutions. Using a mixed-methods approach, the authors combine focus groups with a state-representative survey of over 500 Alabama teachers to explore the major value conflicts and what strategies may address them. Results demonstrate that (1) teachers feel conflicted by restricted professional autonomy, organizational practices that overlook students' needs, and the prioritization of paperwork over meaningful teaching; (2) administrative efforts to realign job duties with student needs would help alleviate these conflicts; and (3) opinions are generally consistent across teacher demographics. This article offers school leaders insights into identifying and addressing root causes of dissatisfaction through high-leverage, low-cost strategies. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Although studies have long sought to address teacher shortages, research has often proposed interventions that neither address the underlying causes of turnover nor offer actionable solutions. In response, the authors aim to give teachers a voice in defining root-cause value conflicts leading to dissatisfaction, and then align these conflicts with building-level solutions. Using a mixed-methods approach, the authors combine focus groups with a state-representative survey of over 500 Alabama teachers to explore the major value conflicts and what strategies may address them. Results demonstrate that (1) teachers feel conflicted by restricted professional autonomy, organizational practices that overlook students' needs, and the prioritization of paperwork over meaningful teaching; (2) administrative efforts to realign job duties with student needs would help alleviate these conflicts; and (3) opinions are generally consistent across teacher demographics. This article offers school leaders insights into identifying and addressing root causes of dissatisfaction through high-leverage, low-cost strategies. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13664530 |
| DOI: | 10.1080/13664530.2024.2422405 |
