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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.
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]
Copyright of Teacher Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: We can keep them here: linking value conflicts to teacher retention strategies.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+retention%22">Teacher retention</searchLink><br />*<searchLink fieldCode="DE" term="%22Autonomy+%28Psychology%29%22">Autonomy (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Ethical+problems%22">Ethical problems</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Corporate+culture%22">Corporate culture</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink>
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  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Teacher Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13664530.2024.2422405
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      – Code: eng
        Text: English
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      – SubjectFull: Ethical problems
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      – SubjectFull: Educational leadership
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      – SubjectFull: Alabama
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              M: 08
              Text: Aug2025
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