principal leadership strategies in addressing teacher
TRANSCRIPT
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Education Doctorate Dissertations Education Doctorate
4-2021
Principal Leadership Strategies in Addressing Teacher Principal Leadership Strategies in Addressing Teacher
Recruitment and Retention in Rural Schools Recruitment and Retention in Rural Schools
Amanda Durnen [email protected]
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Principal Leadership Practices in Addressing Teacher Recruitment and Retention in Rural
Schools
by
Amanda K. Durnen
A Dissertation
Submitted to the Department of Graduate Studies
Winona State University
Presented in Partial Fulfillment of the Requirements for the
Degree of Doctor of Education
May 2021
ABSTRACT
Principal Leadership Practices in Addressing Teacher Recruitment and Retention in Rural
Schools (May 2021)
Amanda K. Durnen,
B.A. Gustavus Adolphus College;
M.A. Teaching and Learning, Saint Mary’s University
Ed.S., K-12 Administration, Winona State University
Ed.D., Winona State University
Chair of Advisory Committee: Dr. Barbara D. Holmes
This qualitative study explored principal leadership practices in addressing teacher
recruitment and retention in rural schools. One-to-one interviews, a focus group interview, and a
review of documents were the data sources for the study. The study produced three emergent
themes from collected data: Influence of Structured Mentoring on Teacher Recruitment,
Aligning Leadership with Rural Contextual Changes, and Leveraging Intentional Principal
Support. Findings from the study conclude that principal leadership practices, including building
supportive and transparent relationships with teachers and community, influence teacher
recruitment and retention in rural school districts. The following recommendations are offered
for related research in the field of principal leadership practices in addressing teacher recruitment
and retention in rural schools. Rural teacher perspectives on principal leadership practices that
influence teacher retention, rural teacher perspectives on factors affecting job embeddedness, and
a study of rural school principal leadership practices in highly effective schools are
recommended.
ii
DEDICATION
I humbly dedicate this work to my parents, John and Polly Lyons. My father was an
elementary school teacher and my inspiration in pursuing a career in the field of education. He
retired after thirty-four years in the classroom. My mother was a self-established business owner.
Together, my parents ran multiple businesses. Their work ethic and success in life is something
to be desired. They set and accomplished their goals in life while raising three children and
working multiple jobs. I admire their resilience yet commitment to putting family first. Thank
you for helping me develop into the educator I am today.
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ACKNOWLEDGEMENTS
I must first acknowledge my incredible and supportive family. My children Layna, Jack
and stepson Colin have been my biggest advocates and sources of inspiration in this scholarly
adventure. Special acknowledgment is given to my husband Michael who has been with me
every step of the way. He was the motivation that helped me through every moment of doubt
and apprehension while also celebrating the momentous steps through this journey. I would not
have been able to complete this milestone without you.
Words cannot express how Dr. Barbara Holmes, Dissertation Committee Chair, has
positively influenced me as a scholar and researcher. Her knowledge, expertise, and
contributions to the world of educational research inspired me to understand and embrace this
opportunity to develop my individual path of contribution as a lifelong learner and scholar. I
also want to thank my dissertation committee members: Dr. DeJuanna Parker, Dr. Leo Brown,
and Dr. Joey Page. Your support and guidance drove my success and completion.
iv
TABLE OF CONTENTS
ABSTRACT………………………………………………………………..............ii
DEDICATION……………………………………………………………………..iii
ACKNOWLEDGEMENT………………………………………………………....iv
CHAPTER I: INTRODUCTION………………………………………………….1
National Context of the Problem…………………………………………..4
State Context of the Problem………………………………………………7
Local Context of the Problem.…………………………………………….12
Statement of the Problem………………………………………………….14
Background of the Problem………………………………………………..14
Rural School Funding……………………………………………...16
Federal and State Initiatives………………………………………..17
Research Questions………………………………………………………...20
Definition of Terms………………………………………….......................20
Significance of the Study…………………………………………………..21
Overview…………………………………………………………………...22
CHAPTER 2: LITERATURE REVIEW
Introduction………………………………………………………………...23
Historical Perspective……………………………………………………....24
Principal Practices in Teacher Retention……………………………...……27
Rural Principal Dispositions………………………………..………………33
Collaborative Leadership………………………..………………….33
Principal as a Change Agent……………..…………………………35
Rural Community Relationships……………………………….…………...37
Challenges Faced by Rural Schools……………………………….………..39
Challenges of Rural Teacher Recruitment………………….……....40
Challenges of Rural Teacher Retention…………..………………...42
Rural Teachers……………..……………………………………………….46
Rural Teacher Dispositions………………………………………...46
Rural Teacher Work Environment……………………………….………...49
Rurality and Teacher Job Satisfaction…………………………......52
National Initiatives to Recruit and Retain Teachers……………………….54
Theoretical Framework…...…………………………………………….….57
Job Embeddedness Theory………………………………………...57
Theory of Rurality………………………………………………....59
Transformational Leadership Theory……………………………...60
Summary……………………………………………………………….…..62
CHAPTER III: RESEARCH METHODOLOGY
Introduction………………………………………………….…………….64
Research Questions….……………………………………………….……64
Research Design………………………………………………….………..64
Role of the Researcher………………………………….………....67
Ethical Considerations……………………………….……………………68
Research Setting……………………………………………….………….69
Study Participants…………………………………….…………………...71
Sampling Method………………………………………………..………...71
Rationale for Selections…………………………………………...71
Recruitment Strategies…………………………………………….72
Data Collections…………………………………………………………...72
Document Review…………………………………………………73
Interviews………………………………………………………….73
One-to-One Semi-Structured Interviews…………………………..74
Focus Group Interviews…………………………………………....75
Triangulation……………………………………………………………….75
Data Analysis……………………………………………………………….76
Limitations and Delimitations…...................................................................76
Summary…………………………………………………………………....77
CHAPTER IV: FINDINGS
Introduction…………………………………………………………………78
Restatement of the Problem…………………………………………………78
Review of the Research Design……………………………………………..78
Participant Recruitment……………………………………………………..79
Participant Descriptions……………………………………………..80
Data Collection Analysis…………………………………………….………83
One-to-one Online Interviews……………………………………….84
Focus Group Interview……………………………………..………..85
Document Review…………………………………………………...85
Analysis of Qualitative Data………………………………………………...86
Trustworthiness……………………………………………………...87
Coding…………………………………………………………….....89
Results…………………………………………………………………….....90
Emergent Theme 1: Influence of Structured Mentoring on Teacher
Recruitment ………………………………………………………...90
Emergent Theme 2: Aligning Leadership With Rural Contextual
Changes……………………………………………………………..92
Emergent Theme 3: Leveraging Intentional Principal Support…….95
Document Review Findings………………………………………………...97
Document Review School District 1………………………………..97
Document Review School District 2………………………………..98
Document Review School District 3………………………………..98
Document Review School District 4………………………………..99
Document Review School District 5………………………………..99
Document Review School District 6……………………………….100
Document Review Principal Websites……………………………..100
Document Review Summary……………………………………………….101
Summary……………………………………………………………………102
CHAPTER V: DISCUSSION, CONCLUSIONS, IMPLICATIONS, AND
RECOMMENDATIONS…………………………………………………………...103
Introduction………………………………………………………………....103
Implications and Discussion………………………………………………...103
Theoretical Connections…………………………………………………….105
Conclusions…………………………………………………………………108
Recommendations…………………………………………………………..112
Summary……………………………………………………………………112
References…...……………………………………………………………………...113
Appendices………………………………………………………………………….151
Appendix A: Informational Letter to District Superintendents……………..152
Appendix B: Letter of Invitation to Principals……………………………...153
Appendix C: Letter of Informed Consent…………………………………...154
Appendix D-1: One-To-One Interview Questions…………………………..156
Appendix D-2: Focus Group Interview Questions…………………………..158
VITAE……………………………………………………………………….160
LIST OF TABLES
Table 1: Grades Served, Student Population, Free/Reduced Population……..69
Table 2: Student Race/Ethnicity by Students Enrollment Number…………..70
Table 3: Participant Demographics…………………………………………...83
1
Principal Leadership Practices in Addressing Teacher Recruitment and Retention in Rural
Schools
Chapter I
Introduction
Retaining teachers is a nationwide concern. Many school principals throughout the
United States experience increasingly difficult challenges in acquiring and keeping quality
teachers (Sutcher et al., 2016; Darling-Hammond et al. 2017). Educator loss and retention are
concerns in the United States as well as around the world (DeAneglis, 2013; Johnson, 2012;
Kraft et al., 2012). By 2025, an estimated 316,000 new teachers will be needed annually to
address the crisis occurring in the United States. (Sutcher et al., 2016). Rural schools struggle
with staffing challenges including experiencing few to non-existent candidates in district
applicant pools (Tran et al., 2020).
Whitaker (2012) proposes that whatever happens in a school, the principal lies at the core
of the situational experience. The principal significantly affects the atmosphere of a school,
which affects student achievement along with staff retention (Lindahl, 2010; Whitaker, 2012). In
rural school districts, the school environment provides even more of a challenge to employ and
nurture qualified teaching staff (Beesley et al., 2019). Ulferts (2016) notes that rural schools have
an unmistakable enthusiasm for the most important asset: school personnel. Rural schools not
only need to concentrate on attracting highly qualified teachers, but also promote retention of
effective educators.
Workplace culture contributes in educators remaining in a school, district, or the
profession. (Ladd, 2011). The ethos of a school may rest upon school leadership, which allows
2
instructional staff to develop as decision-makers for student achievement and provides student
academic needs, and opportunity for continued professional development (Ladd, 2011). The
statistical analysis report on teacher’s job satisfaction posits that administrative support and
leadership are two of the most critical working conditions associated with teacher job satisfaction
(NCES, 2010). Rural administrators and policymakers continue to reexamine teacher retention
practices and capacity-building strategies regarding teacher quality and student performance
(Miller, 2012).
Ensuring a sufficient supply of high-quality teachers should be a priority for education
policymakers. Bland et al. (2014) notes that larger cities and rural areas are most inclined to
instructor shortages. Attracting and retaining excellent educators is an important driver of well-
functioning education systems that prepare all students for societal acclimation. Societal
demands continue to create complex student needs (Poldosky et al., 2016). Understanding the
needs and means of encouraging teachers to remain in the profession is critical to improve
learning opportunities for all students. Districts seek innovative paths to recruit and retain
teachers through meaningful professional development, new teacher mentoring, and enhanced
public relations and marketing strategies (Bland et al., 2014).
Professional development including seminars for new teachers assists in retaining
teachers (Bland et al., 2014). Districts and school leaders need to commit to funding meaningful
professional development centered on building and district goals and teacher-specific
professional goals. Providing job-embedded opportunities empowers staff to collaborate and
creatively plan schedules to allow for a content-focused approach to development. Summer
programming or learning institutes open pathways to continuous learning outside of the
contracted school year.
3
Mentoring programs pair beginning teachers with experienced teachers to offer support
for early career educators. Interaction between mentor and mentee varies, yet the purpose
remains consistent and exist separate from the evaluative program in the school. Three
significant impacts may result from effective mentoring programs: comfortable adjustments to
the organization, enhanced self-confidence, and expansion of teaching skills (Boyd et al., 2011).
Many districts strengthen public relations efforts through a well-designed web site that
demonstrates the climate and culture of the school and community (Bland et al., 2014). Highly
efficient web pages provide district information for potential employees and highlight student
and employee accomplishments, community and school demographics, and critical information
regarding the application process. District mission, vision, policies and regulations, calendars,
and contacts create easy access in educating interested candidates.
In many cases, the rural school is a central social and economic focus for the local
community (Showalter, 2018). Without schools, rural communities no longer have opportunities
for social interaction and business growth through sporting events, arts productions, and
community-focused events that schools would host (Diamond, 2013). Incorporating multi-
function spaces available to host social and recreational events into renovated spaces creates
space for interactions that can be infused back into the rural community (Diamond, 2013). The
health of the school district mirrors the community and vice versa. The rural community relies
upon the school district as a means of financial support as the school tends to be the largest
employer in rural community settings (Showalter, 2018). The absence of needed teachers places
strain on rural schools to provide a comprehensive educational experience.
4
National Context of the Problem
Teacher retention continues to be a challenge across the nation. Tran and Smith (2020)
assert teachers are critical school resources influencing student outcomes. The federal
government, states, and districts must commit to instituting comprehensive plans and systems to
prepare and retain competent and committed teachers for long-term trajectories in the classroom
with adequate support systems in place (Poldosky et al., 2016). The most current Schools and
Staffing Survey (SASS) results indicated, the national average for the teacher retention rate in
2013 was 84.3% (Goldring et al., 2014). SASS has tracked teacher retention since 1988, and this
percentage is near the lowest it has been since its inception. The teacher shortage provides an
opportunity for the United States to enhance retention approaches and establish inclusive
systematic sets of strategies to build a strong teaching force (Sutcher et al., 2016). This crisis
calls for urgent, thorough, and sustainable policy solutions.
The United States Census Bureau reports every state in the United States consists of a
region (or regions) defined as rural (Sindelar et al., 2018) and identifies rural districts as either
remote, distant, or fringe rural districts depending on location from urban clusters or
communities. The National Center for Education Statistics (NCES) collects, analyzes, and
reports data related to education in the United States. Nationally, 19% of all students in the
United States are enrolled in rural schools (NCES, 2016; Johnson et al., 2014). This equates to
nearly 9.7 million students nationwide (Tran et al., 2020). The percentage of rural schools
identified in each state throughout the United States varies widely, yet it composes a large
portion of the student population.
In addressing teacher retention in rural areas, federal, state, and district policymakers
should consider improving the following key factors: compensation, teacher preparation and
5
support, and school leadership (Carver-Thomas & Darling-Hammond, 2017). By offering
competitive compensation packages, service scholarships, loan forgiveness, teacher residency
programs, high-quality mentoring programs, and principal trainings districts and schools are
more apt to attract and retain teachers (Carver-Thomas & Darling-Hammond, 2017).
Productively retaining teachers is critical in ensuring there are well-prepared and committed
teachers to fully staff the nation’s schools. Classroom teachers require the expertise to serve all
students. Tailored policy interventions play a role in improving the educational workforce.
Rural districts throughout the nation struggle with finding and retaining teacher
candidates for position openings (Tran et al., 2020). Instructional staff continues to be the most
valuable and accessible resource within rural school districts (Huysman, 2018). High teacher and
administrative turnover present a unique challenge for rural districts as the recruitment pool is
much smaller and the local labor force is more limited as compared to suburban, exurban, and
urban districts. Urban and suburban areas have access to more resources to attract and retain new
teachers and administrators, including salary and benefits (Tran et al., 2020).
Increasing teacher salaries is a research-based practice requiring purposeful planning and
may assist in recruitment and retention (Tran & Dua, 2019). Both potential and current teachers
cite salary concerns as a factor contributing to recruitment and retention (Tran & Smith, 2019).
Hendricks (2014) posits that increasing beginning base pay leads to reduction in teacher
turnover, including new teachers. Cowan and Goldhaber (2018) assert that monetary
compensation for National Board Certified Teachers is instrumental in recruiting and retaining
high quality teachers, particularly in areas of higher socio-economic need. Incorporating
National Board Certification fees into teacher contracts is a strategic consideration across the
6
nation. Glazerman et al., (2013) found targeted bonus programs specifically benefit rural teacher
retention efforts.
Administrative mentorship support is an essential factor influencing teacher retention
(Boyd et al., 2011; Burkhauser, 2017; Ladd, 2011). Preston and Barnes (2017) identified people-
centered leadership as a successful leadership approach for rural school administration. This
approach includes building trust, embracing collaboration, shared decision-making, and
empowering staff to be risk-takers. Administrative support takes shape in many forms; however,
the focus should remain on enhancing personal and professional growth (Boyd et al., 2011).
Rural districts often seek unique recruitment opportunities to hire and retain staff.
Developing rural teacher residencies in efforts of recruiting talented candidates in high-need
fields through paid apprenticeships with expert teachers offers opportunities for gained
experience (Poldosky et al., 2016). Collaborating with local institutions of higher education in
designing residencies assures additional support in teacher preparation. Building local pathways
into the teaching profession through high school career pathways and Grow Your Own models
create an avenue for continued recruitment. Grow Your Own programs assist in recruiting
talented individuals from the community to a career in education and creating a pathway into the
profession, so they return to teach in the community. Strengthening hiring practices to ensure
timely decisions with the best candidate pool as well as offering incentives for retirements
reassures strategic personnel practices (Poldosky et al., 2016).
Research from The Alliance for Excellent Education (2014) shares that nearly half
million teachers in the United States either move or leave the profession annually. This results in
a cost of close to 2 billion dollars each year in recruiting, hiring, and training high-quality
teachers to fill open positions. More than 40% of teachers leave the profession within five years,
7
according to the National Education Association, leaving teacher shortages across the country
(Walker, 2018). Papay et al., (2017) report high turnover rates among teachers in their first three
years, with the percentage of early career teachers to turn over ranging from 46% and 71%,
depending on the district. A national strategy may be warranted regarding how to keep educators
in classrooms, especially in harder to staff rural schools.
State Context of the Problem
Minnesota loses 25% of its teachers within the first three years, and the number of
teachers leaving the profession for personal reasons has grown 64% in the last six years (MREA,
2017). Minnesota’s teacher shortage is a decades-long crisis (Fiereck, 2016). Education gaps in
the state have not closed, as the state continues to demonstrate disparities in specific
subcategories of educators, including substitute, special education, math, and science faculty
(Kashkari & Page, 2019). Minnesota public schools pose that critical positions will not be filled,
which leads to administrators seeking variances, and hiring greater numbers of unqualified
candidates to teach (Fiereck, 2016).
Additional deficits exist in the number of students of color and the number of teachers of
color in Minnesota. In 1995, students of color compromised 18% of Minnesota public school
students. By 2014, 29% of the student body in Minnesota’s public schools consisted of Native
American, Asian or Pacific Islander, African American, and Hispanic students. Teaching staff
throughout the state reflects a similar disposition. Of the approximately 58,000 teachers
employed by public schools in Minnesota in 2014, only 3% were Native American, Asian or
Pacific Islander, African American, or Hispanic (Minnesota Department of Education, Teacher
Supply, 2015).
8
The growing crisis of teacher shortages directly threatens the ability of Minnesota public
schools to deliver high quality education for all students and affects academic opportunities and
achievement for students. MREA member districts report a severely shrinking pool of applicants
and increasing difficulty in finding qualified teachers for the past four years (MREA, 2017).
Minnesota is currently home to 734 rural public schools, which enroll 150,000 students. Many of
these school districts face declining enrollment, shifts of cultural values, demographics, and an
increase in financial challenges due to lack and loss of per-pupil state revenue and depressed
economic circumstances (Wilder Research, 2009).
Minnesota instructors in their first years in the calling articulate similar stressors that
educators around the nation experience. They are approached with numerous tasks to attend to
and complete with too little time; compensated inadequately causing financial burden in paying
for everyday costs and medical services, they struggle with loan payments, they are overpowered
by the state's focus on data to the detriment of the whole child, and are intensely mindful of
political actions outside of their domain of control (Fiereck et al., 2016). Minnesota teachers love
what they do and articulately demonstrate that commitment over and over (Education Policy
Innovation Center, 2016). However, Minnesota’s educational policies turn prospective young
professionals away from the calling.
Collaborative school environments and other strategies that inspire encourage, and
nurture authentic collaboration among teachers, administrators, paraprofessionals, parents, may
influence teacher retention (Fiereck et al., 2016). Administrators, however, require support to
implement retention strategies (Fiereck et al., 2016). Establishing Professional learning
communities (PLC’s) in schools provides teacher collaboration critical to student success. Many
9
school districts in Minnesota support professional learning communities for teachers. While not
required, PLC’s are instrumental in enhancing collegial relationships.
PLCs focus on collaboration in learning as “A PLC is composed of collaborative teams
whose members work interdependently to achieve common goals for which members are
mutually accountable” (DuFour et al., 2010, p. 11). Primary goals of PLCs include helping all
students learn at high levels and offering strategies and structures in developing teams of
educators, working together to ensure the first goal is addressed (DuFour et al., 2010) Teachers
working in PLC’s engage in action research, support fellow colleagues, and work together to
achieve a consensus regarding best approaches in achieving student success. Continuous
improvement through a systematic process relies on active engagement of the team members.
Gathering data, developing strategies, implementing strategies, analyzing the impact of
educational practice, and applying learned knowledge encompass the PLC process.
A PLC is more than a meeting, “It is ongoing—a continuous, never-ending process of
conducting schooling that has a profound impact on the structure and culture of the school and
the assumptions and practices of the professionals within it” (DuFour et al., 2010, p. 11).
Successfully implementing PLCs requires shifting from a “culture of teacher isolation to a
culture of deep and meaningful collaboration” (Eaker, DuFour, & DuFour, 2002, p. 10).
Embedding collaboration into school routines through PLCs assist schools in moving forward to
meet student needs. Through consensus work, trust is built, and shared decision-making takes
shape.
The Minnesota Department of Education Equity Plan, while currently under revision, was
designed to ensure that all students, regardless of background, have equitable access to excellent
educators. Strategies to strengthen teacher induction practices in schools that serve poor and/or
10
minority students and that also experience significant teacher turnover is a focus of the equity
plan under revision (Minnesota Department of Education, Teacher Equity, 2016). Statewide
teacher induction programs in addition to mentoring initiatives assist school leaders in retaining
quality instructors (Fierick et al., 2016). Minnesota’s Teacher Support Partnership (TSP) is a
collaboration among Education Minnesota, the Minnesota Department of Education, Minnesota
State Colleges and Universities, the University of Minnesota, Twin Cities, and the Minnesota
Board of Teaching that works to create meaningful mentoring opportunities.
While most Minnesota school districts report having some type of induction program,
few have the resources needed to make those programs as effective as they could be (Educator
Policy Innovation Center, 2016). One out of every three teachers in Minnesota leaves within the
first five years of starting, and many of them cite lack of support as one of the primary reasons
they leave (Educator Policy Innovation Center, 2016). Over 80% of principals agree that such
programs directly affect teacher retention in a positive context. Only 59% of rural Minnesota
districts have teacher support programs compared to 89% of suburban districts and 80% of urban
districts (Educator Policy Innovation Center, 2016). Retention and recruitment initiatives should
be strategic, specific, and sustained (Fiereck et al, 2016).
Teacher compensation remains a concern for school leaders in Minnesota. Public districts
located outside of metropolitan areas struggle to find qualified teachers to fill positions and are
not able to compete with the salary schedules of more affluent urban and suburban districts.
Fiereck (2016) confirms that teachers in the United States, regardless of experience, receive
lower compensation than in many other countries. The need for increased compensation,
especially for early-career teachers, is critical. The most recent data collected from Education
Minnesota member districts in 2014-2015 concerning beginning teacher salaries, show only 11
11
of the 344 school districts in Minnesota offered a salary for new teachers at or above $40,000
(Fiereck et al., 2016). Five of the reporting districts started new teachers below $30,000.
Increasing teacher salaries in Minnesota across the board may benefit rural districts.
Compensation is not the sole factor in recruiting and retaining teachers. Many educators
assume debt in attaining certification, and many are saddled with loan repayment for years.
Student loan forgiveness programs have also become incentives in recruiting and retention
efforts (Fiereck et al., 2016). Considering the cost incurred of attending a four-year institution
and receiving a teaching degree is expensive. While the federal government has several loan
forgiveness options that allow qualifying teachers to dismiss student loan debt after ten years of
service, these programs also require teachers to pay 10% of their annual gross income as loan
payments.
Rural students and the schools they attend receive little attention in either policy or
academia and continue to overcome challenges and barriers presented including strained
resources and lack of access to needed services (Lavalley, 2018). Yet, rural school schools often
struggle to provide the means necessary to accomplish goals as school districts rely primarily
upon funding made available by local, state, and federal policymakers. The ability to attract and
retain effective teachers, maintain, and preserve suitable facilities, along with children entering
school ready to learn are concerns that extend beyond the school itself.
The growing crisis of teacher shortages directly threatens the ability to deliver quality
educational experiences (Nolan, 2016). Keeping quality teachers in school is critical to student
achievement (Rosenblatt et al., 2019) and rural public schools have among the highest rates of
teacher turnover (Ingersoll et al., 2014). Rural school districts in Minnesota report a severely
shrinking pool of applicants and increasing difficulty retaining qualified teachers (Nolan, 2016).
12
Minnesota districts and administrators continue to seek and utilize sustainable practices to retain
and build teacher capacity in rural school districts.
Local Context of the Problem
Superville (2020) posits districts utilizing collaborative and cooperative staffing and
planning efforts in meeting student need provides multi-service delivery options that carry
strategic fiscal savings. Collaborating with neighboring districts, creating a cluster district, or
partnering to create a regional service cooperative (RSC) often occurs to employ specific
licensed hard to staff positions and is a strategy employed by rural schools (Parsely, 2018).
Regional service cooperatives are independent organizations that provide cooperative
purchasing, education services, special programs, insurance, and other services to school
districts, nonprofit organizations, and government agencies (Minnesota Services Cooperative,
2020). These partnership options provide levels of support and resources for rural educational
challenges.
Rural school districts face challenges that extend beyond available resources including
equitable broadband connection, poverty, student mobility, and students participating in dual
enrollment programs. Digital equity is crucial for rural students. Without access to broadband
services, students may be absent from educational opportunities from home, including class
discussion, research, and interaction with peers (Oakland, 2020). This is exacerbated by the level
of poverty in rural areas that places constraints on families in providing basic educational needs
(Oakland, 2020). Rural students also routinely experience mobility challenges, as transportation
is not always readily available for them. Most recent data show that 44.6% of Minnesota’s rural
junior and senior high school populations are enrolled in dual enrollment programs, placing
additional financial burdens on rural districts as direct school funding is dispersed to concurrent
13
enrolment institutions (Showalter et al., 2018). Collectively, the programs and strategies
discussed are challenging to rural school districts and may continue to plague these areas unless
school leaders discern means and methods to address these challenges.
Even with support from partners, additional strategies are necessary for successful
teacher retention. One such strategy is to develop financing plans to increase teacher salaries in
schools. Increasing teacher salaries in schools and communities where salaries are negotiable
incentivize retention and make compensation packages more competitive (Podolsky et al., 2016).
A teaching position as a new teacher in the local setting is approximately ten thousand dollars
less than a position in an urban district six miles away. Local urban school districts provide
salary incentives for accomplishments such as achieving National Board Certification status.
Utilizing levers in the Every Student Succeeds Act (ESSA) in providing additional resources to
attract and retain teachers with career advancement opportunities allows for flexibility in
retaining staff due to enrollment and population statistics. Additionally, offering housing
incentives including relocation dollars provides additional compensation in retaining quality
teachers (Poldosky et al., 2016).
Hiring teachers with rural backgrounds may contribute to recruitment and
retention efforts. Educators with a rural background may understand rural communities, which is
important, as the local rural community influences whether a teacher will remain teaching in the
same rural school or district (Ulferts, 2016). Teachers new to rural areas acclimate to the
community. Rural areas operate with a limited population along with fewer industries. Including
questions in an interview connected to rural living is a strategy suggested for rural administrators
(Ulferts, 2016). Southeastern Minnesota schools continue to seek innovative opportunities to
14
recruit and retain rural teachers, as retention is essential in maintaining staffing stability in rural
areas.
Purpose Statement
The purpose of this phenomenological study is to explore principal leadership practices in
addressing teacher recruitment and retention in rural schools.
Statement of the Problem
Little is known about specific leadership practices principals employ to recruit and retain
teachers in rural school communities. While rural school districts in Minnesota face a shrinking
pool of applicants, a cadre of experienced teachers persist in the profession (MREA, 2017). A
critical need exists to identify principal leadership practices that address teacher recruitment and
retention in rural schools.
Background of the Problem
Keeping highly qualified and effective teachers requires increased district and leader
support. School leaders are not in a position to address teacher retention unless understanding of
the teacher perspectives of recruitment and retention in rural districts is achieved. The inability to
retain teachers, forces schools to engage in constant recruiting and attracting new teachers, thus
leaving the principal in a dilemma: hire someone with minimal qualifications or remove courses
from the master schedule (Maranto & Shuls, 2012).
The Census Bureau indicates that PreK-12 teachers form the largest occupational group
in the nation (Bureau of Labor Statistics, 2020), and it is growing. As enrollment increases in
educational systems across the United States and veteran teachers retire, the number of highly
qualified teaching staff available for needed positions is concerning (Ingersoll et al., 2012). This
15
leaves a smaller recruitment pool of teachers for rural districts to employ (Ingersoll et al., 2012).
The National Center for Educational Statistics assert that rural schools are more likely to report
difficulty in filling vacancies and retaining teachers than suburban counterparts (NCES, 2012).
Teachers cite numerous reasons for leaving a school or the teaching profession. The U.S
Department of Education’s (2014) most current teacher survey results reported dissatisfactions
with testing and accountability pressures, lack of administrative support, dissatisfactions with the
teaching career, lack of opportunities for advancement, personal and financial concerns, and
dissatisfaction with working conditions. Teachers leaving the profession cited the manageability
of their work responsibilities and expectations as a primary concern. Fifty-three percent of
public school leavers reported general work conditions better in new employment positions than
in teaching (U.S. Department of Education, National Center for Education Statistics, 2014).
Guarino, Santibanez, and Daley (2006) share that though the attrition percentage range is
vast, one finding remains more constant: the attrition rate is higher for younger teachers.
Vanderslice (2010) indicates that 30% of beginning teachers choose not to continue to teach
beyond two years. While some turnover is necessary and sometimes desirable, turnover is far
exceeding replacement. The economic cost of early teacher attrition as well as the inconsistent
rotation of new staff that are leaving negatively affect student achievement (Macdonald, 1999).
Extant research explores factors that influence teacher retention (Miller, 2012). Student
demographics, school characteristics, and working conditions influence teachers to remain in a
current school, move to other schools or districts, or exit the profession entirely (Ingersoll &
May, 2012; Ladd, 2011). Despite focused and increased consideration to rural America over the
past four years, challenges facing students and families in rural districts continue to lack the
attention they merit (Showalter et al., 2018). School districts must compete with one another to
16
attract and hire teachers in efforts of building teacher capacity. The needs and successes of rural
districts remain a concern requiring elevated national conversation (Lavalley, 2018).
Rural communities in the 21st century face challenges including economic disparities,
societal changes, and environmental challenges as heightened teacher migration occurs in rural
schools more often than suburban schools (Dew, 2013). Despite challenges associated with small
size and less governmental support, rural schools perform as well or better than urban districts
(Gibbs, 2010). The role of schools in supporting and preserving ideas and values of a community
lends itself to the relationship between the rural school and the community (Benson, 2010).
However, research asserts schools in rural locales are vital to the educational and social fabric of
the community (Deggs & Miller, 2011; Semke & Sheridan, 2012). Campbell and Yates (2011)
report that rural teachers, students and residents express little desire to live in an urban area as
most plan to live and work in the country. Benson (2010) posits that schools are critical
elements in the determination of the health and well-being of rural environments.
Rural School Funding
Rural schools receive far less funding per pupil than their metro area counterparts. Yet
the standards and expectations are the same (Lavalley, 2018). The Rural Education and
Achievement Program (REAP) grant initiative assists rural school districts in Minnesota by
providing federal resources to improve the quality of instruction and academic achievement
(Minnesota Department of Education, 2015). REAP includes two separate programs: the Small,
Rural School Achievement (SRSA) program and the Rural and Low-Income Schools (RLIS)
program. Eligible local education agencies (LEAs) receive either an SRSA award or an RLIS
award (MREA, 2017).
17
Current U.S. economic conditions force states to reexamine expenditures spent on public
education annually. The dispensing of federal, state, and local funds towards educational needs
continue to comprise programs and staffing as local states and districts eliminate positions and
programs. Minnesota’s school funding formula is devised through adequacy and equity in
funding. School district funding equates to staffing allotments. If districts operate with a negative
fiscal balance, eliminating positions may occur. Recruiting for employment positions in districts
suffering funding disparities is challenging. MREA analyzed school funding for districts in rural
areas compared to those in urban areas in Minnesota to assess how funding meets the needs of all
students. A key finding in MREA’s Rural Kids Count 2017 Report included how Minnesota
rural schools of all sizes trail behind the state’s urban schools in per student funding (MREA,
2017). Ensuring all students across Minnesota receive a quality education is possible through a
combined education funding and tax relief strategies that include Foundation and Incentive
Revenue (FAIR), Ag2School, Enhanced Local Optional Revenue (E-LOR), Restored Debt
Service Equalization (DSE), and Increased Tier III Equalization. These strategies, when coupled
with a sufficient increase in the formula to cover the operating costs of a high-quality education,
will be a major step to address rural school equity.
Federal and State Initiatives
No Child Left Behind (NCLB) mandates placing a highly qualified teacher in every
classroom. The “highly qualified” mandates of the No Child Left Behind Act (2001) and Every
Student Succeeds Act of 2015 have placed additional pressure on rural schools to find teachers
certified in multiple subject areas. Rural schools recognize increasingly difficulty to recruit and
retain teachers necessary to provide a basic educational experience for students.
18
The Minnesota Department of Education offers opportunities to enhance the rural school
experience. Meeting the needs of rural schools is critical. Grow Your Own teacher grants are
available for both paraprofessionals and secondary students exploring the teaching career. While
these grants are competitive, rural school districts receiving this grant benefit from additional
funding for individuals enrolled or planning to enroll in post-secondary teacher education
programs. A Grow Your Own teacher model allows districts to create experiences and pathways
that promote and encourage teacher retention through continued incentives. The term is
frequently found in teacher retention literature as an innovative means to filling staffing needs in
hard to staff areas.
During the 2019 legislative session, the Minnesota Legislature addressed the Minnesota
Professional Educator Licensing and Standards Board (PELSB) in administering grants to
support efforts in teacher mentorship and retention of qualified and effective teachers. Through
this effort, the Teacher Mentorship and Retention of Effective Teachers Grant formed. This grant
assists school districts, groups of school districts, coalitions of districts, teachers, and teacher
education institutions as well as coalitions of schools, teachers, or non-licensed educators. The
purpose of the grant is to help develop teacher mentorship programs for teachers new to the
profession or district, including teaching residents, teachers of color, teachers who are American
Indian, teachers in license shortage areas, teachers with special needs, or experienced teachers in
need of peer coaching (Minnesota Department of Education, 2020).
The TEACH Grant Program in Minnesota provides up to $4000.00 a year to students
who are completing or plan to complete coursework needed to begin a career in teaching.
Recipients of TEACH Grants agree to a variety of requirements including teaching in a high-
need field or at a district or education service agency that serves low-income families. Agreeing
19
to four years of teaching in either of these areas of need is required. Adding to the field of
teaching with licensed educators is the goal of this grant. After four years of teaching in a school
district, a teacher may reach tenure status, which provides job security. Teachers often become a
part of the school culture and the school environment and will choose to stay (Fiereck et al.,
2016).
Legislative bills addressing the concern of teacher recruitment and retention receive
continued discussion including addressing recruitment of under-represented teachers (SF
2552/HF2860), teacher development tax credit for graduate class tuition (SF 2981/HF 3291),
teacher expense tax credit (SF2982/HF 3317), recruiting teachers of color support (SF 2610/HF
2944), loan forgiveness, teacher development and evaluation, and American Indian teacher
incentives (SF2908). Bill SF2513 solely focuses on Minnesota’s teacher crisis, specifically
attracting and retaining quality teachers. Offering grants to student teachers in shortage areas,
instituting a paraprofessional pathway for teacher licensure, additional loan forgiveness, and
expanding Quality Compensation (Q Comp) for all schools remain the focus of the bill.
Q Comp derived through bipartisan agreement in the Minnesota Legislature in July 2005
(MDE, 2020). Districts voluntarily enroll in Q Comp. It allows districts exclusive representatives
of the teachers to design and collectively bargain a plan that meets the four components of law.
Components under Q Comp include Career Ladder/Advancement options, Job-embedded
Professional Developments, Teacher Evaluation, and Performance Pay and Alternative Salary
Schedule (MDE, 2020). Components of Q Comp have flexibility in creating creative measures to
incentivize employees. Expanding Q Comp funding for interested districts and creating fully
eligible opportunities for cooperatives to participate in Q Comp initiatives is strategic in
retention efforts. Choi (2015) found a positive effect of Q Comp on overall teacher retention rate
20
in schools with 5 years of implementation in the state of Minnesota. A positive effect of Q Comp
on retention rate of teachers with three or more years of teaching experience was also found in
schools with 5 years of implementation. Funding added to Q Comp in 2013 and 2015 resulted in
38 districts receiving funding. Since then, the percent of rural districts utilizing Q Comp doubled
to 25 percent. Currently, five districts, one intermediate, one education district, and six charters
schools await Q Comp funding reviews.
Research Questions
The following research questions will guide this proposed study that seeks to explore
principal leadership practices in addressing teacher retention in rural school districts.
1. How do principal leadership practices contribute to rural teacher retention?
2. What challenges do rural school administrators face in attracting teacher candidates?
3. How do principals build school cultures that make the teaching profession more
sustainable for rural teachers?
Definition of Terms
Midwestern: The Census Bureau defines the Midwestern region as 12 states that include
Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio,
South Dakota, and Wisconsin (U.S. Census Bureau, 2020).
Rural District: Rural schools are defined by their location. They are located at least 5 miles
from an urbanized area and 2.5 miles from an urban cluster. They are categorized into Fringe
Rural, Distant Rural, Remote Rural (National Center for Education Statistics, 2014).
21
Rural Fringe District: Census-defined rural territory that is less than or equal to 5 miles from an
urbanized area, as well as rural territory that is less than or equal to 2.5 miles from an urban
cluster (National Center for Education Statistics, 2014).
Rural Distant School: Census-defined rural territory that is more than 5 miles but less than or
equal to 25 miles from an urbanized area, as well as rural territory that is more than 2.5 miles but
less than or equal to 10 miles from an urban cluster (National Center for Education Statistics,
2014).
Rural Remote District: Census-defined rural territory that is more than 25 miles from an
urbanized area and is also more than 10 miles from an urban cluster (National Center for
Education Statistics, 2014).
School Culture: A school culture is a context that a group may use to solve different problems
(Gruenert & Whitaker, 2015).
Teacher Retention: Teacher retention exists when teachers remain in the same teaching
assignment two years in a row (Carver-Thomas & Darling-Hammond, 2017)
Significance of the Study
This phenomenological research study may prove to be significant to various school
stakeholders including district leaders, school principals, and school districts under study. For
district and school site administrators, this study may serve as a resource of sustainable
leadership practices that may improve rural teacher recruitment and retention. Secondary
institutions may gain knowledge of enhancing preservice teacher programs, and lawmakers may
gain insight into educational policy pertaining to teacher recruitment and retention.
22
Overview
Chapter I presented an introduction to rural teacher retention in rural school districts. The
chapter presented the problem statement, purpose statement, statement of the problem,
background of the problem, and research questions. Additionally, the chapter further delineated
key terms to be operationalized in the study as well as the significance of the study Chapter II
offers a literature review that addresses teacher retention, teacher satisfaction, school culture,
educational leadership and approaches pertaining to teacher retention in rural school districts.
Chapter III will present the research methodology used for data collection and analysis.
23
Chapter ll
LITERATURE REVIEW
Introduction
This study explores principal leadership practices addressing teacher recruitment and
retention in rural schools. In this chapter, a review of the literature is presented. A summary of
historical research, will lead to an exploration of principal leaderships practices and rural
principal dispositions, along with exploring factors such as rural community attributes, rural
recruitment and retention challenges, rural teacher dispositions, and national recruitment and
retention initiatives to provide a deeper understanding into the crisis that exists within the field of
rural teacher recruitment and retention through researched connections to the guiding theoretical
frameworks.
Recruiting and retaining high-quality teachers remains a great challenge for school
districts and educational leaders. Teachers remain a primary variable related to student
achievement and performance (Chetty et al., 2014; Hanushek et al., 2005). Decades of data
display a trend of high teacher turnover stemming from issues and challenges that teachers face
within the profession (Ingersoll, 2001. Even in low-income or traditionally low-performing
schools, high quality teachers can reverse the effects of poverty and close achievement gaps
between socioeconomically disadvantaged students than more affluent peers (Darling-
Hammond, 2003; Rice, 2010). Additionally, when high-quality teachers remain in the classroom,
a positive impact on the community that goes beyond test scores or state report cards is possible
(Hanushek et al., 2004).
24
Teacher quality often grows through education and experience (Young, 2018). However,
teacher retention data is increasing alarming as teachers continue to leave the profession in high
numbers (Morrison, 2013). A precursor affecting teacher retention is the reduction of enrollment
in teacher education programs. According to the American Association of Colleges for Teacher
Education (2018), enrollment in teacher preparatory programs dropped by 23% between 2008
and 2016 and 90,000 fewer teachers enrolled in training programs compared to 2008
(Wronowski, 2017). Without observable changes in teacher supply or a reduction in demand for
additional teachers over the coming years, teacher shortages will continue to increase in all
communities (Sutcher et al., 2016).
Historical Perspective
Rural America has changed significantly over the course of the 20th century (Bailey et al.,
2014). New opportunities and challenges experienced by rural schools and districts are results of
the changing of America’s communities (Biddle & Azano, 2016). Schools across the nation face
similar challenges including funding constraints, enrollment, and staffing, however, rural schools
often face the additional burden of being one the few local social institutions in sparsely
populated communities, and sometimes also serving as one of the largest employers (Biddle &
Azano, 2016).
An urgent need to train and retain rural teachers to deliver educational experiences arose.
Fishpaw (1912) described “the rural school problem” as follows:
The environment of the country school differs from that of the
town and city, so the rural school problem differs. We must admit
that organization supervision, consolidated schools, sanitary
25
buildings and a well-coordinated and properly correlated course of
study are all necessary for the solution, but we may have all of
these fail unless the trained teacher is at the helm (p. 79).
Recruitment of teachers able to serve dual roles and connect rural students to the
uniqueness of the rural environment took precedence in communities. Communities began to
seek opportunity to create schoolhouses on rural land in closer proximity to home (Biddle &
Azano, 2016). The one room schoolhouse concept centered on one educator teaching and
managing the day-to-day operations including the teaching of numerous disciplines to
differentiated age groups. While viewed as a “poor” environment, the schoolhouse needs of rural
farming families (Biddle & Azano, 2016). Urban environments often provided a school building
with an administrator to oversee the day-to-day operations with networks of teachers specializing
in teaching specific domains.
A growing interest in rural life and rural community reformation appeared in President
Roosevelt’s convocation of the Country Life Commission (Biddle & Azano 2016).
Transportation, electrification, and technological advances spawned new interest in rural school
reform. Rural education departments evolved to address the needs of teacher preparation,
recruitment, and retention of teachers in rural areas. Discussions regarding the role of the rural
community in supporting rural education materialized with the first White House Conference for
Rural Education in 1944. Rights for modern educational experiences in modernized
environments while bridging the gap between home and school remained the focus of rural
schooling. The Charter of Rights of the Rural Child to Education (Dawson & Hubbard, 1944)
committed to eliminating inequities that rural schools and students experience.
26
As the 20th Century continued to evolve, so did rural schools. Physical needs of the
learning environment along with content of the curriculum challenged rural school communities.
Biddle & Azano (2016) noted instructors in teacher training schools may lack training in the
subjects of rural schools and rural life, arguing that one-room schoolhouse teachers require more
initial training and preparation than teachers in larger communities, towns, or cities. By focusing
on curricular content relevant to the rural community, concern regarding curricular relevancy
developed (Biddle & Azano, 2016).
As the 21st century carries new social and financial changes for rural communities, it is
important for researchers to seriously evaluate these changes in preventing the collapse of
rurality through neglecting the attention needed in differentiating social and financial factors in
additional contexts and communities (Biddle & Azano, 2016). Advocating for rural within the
education realm deserves additional attention as does preparing rural communities in the context
of 21st century globalization.
While there have been attempts at improvement of inequities throughout history, little has
changed in terms of the low priority placed on rural education in the United States. In fact, it
seems in some ways the level of priority and attention has declined (Whaland, 2020). Gone are
the unified educational systems inclusive of all communities. Additionally, at the federal level
massive cuts to funding that supports rural education occurs (DelReal, 2017). Understanding
how rural schools retain teachers needs priority and attention as the loss of high-quality
educators directly affects rural students and communities.
27
Principal Practices in Teacher Retention
An effective school leader provides a clear vision and competently manages people in
areas of instruction, pedagogy, decision-making, and equity. “Educational leadership” is a term
often associated with the work of principals and leaders (Pucella, 2014, p.15) with principals
now incurring additional responsibilities including curriculum planning, managing human
resource personnel, and abiding state regulations and compliance goals (OECD, 2016). Boyd et
al. (2011) summarized the relationship between administrative climate and teacher retention
decisions in a study of teachers on the east coast of the United States, “Teachers who have less
positive perceptions of their school administrators are more likely to transfer to another school
and to leave teaching in New York City” (p. 323).
Each year, early career, or novice, teachers in the United States public schools leave the
profession at a higher rate than comparable professions including lawyers, engineers, professors,
and pharmacists (Ingersoll & Merrill, 2011). Will (2018) shares 44% of new teachers will leave
the profession within five years (Will, 2018). Boyd et al. (2011) summarized the relationship
between administrative climate and teacher retention decisions in a study of teachers on the east
coast of the United States, “Teachers who have less positive perceptions of their school
administrators are more likely to transfer to another school and to leave teaching in New York
City” (p. 323).
Teacher retention research includes a strong focus on factors influencing a teacher’s
decision to stay or leave the teaching profession, costs associated with teacher retention, and the
effects low teacher retention on student achievement, budgets, and school climates (Barmby,
2006; Boe et al., 2008; Frank, 1999; Strunk & Robinson, 2006). The New Teacher Project
(TNTP) concludes that principals influence teachers to stay longer (TNTP, 2015).
28
Teachers leave schools when administrative support and influence in decision-making is
absent (Ingersoll, 2001; Liu & Meyer, 2005). The statistical analysis report centering on
teacher’s job satisfaction, contends that administrative support and leadership are two critical
working conditions associated with job satisfaction (NCES, 2010). Johnson and Birkeland
(2003) posit that dissatisfied teachers left positions in search of new positions that embodied
needed administrative support.
No Child Left Behind (2001), created an urgency for effective school leadership.
Principal impact in school success is a continued topic of discussion and research due to the
significant impact a principal demonstrates in the organization (Lindahl, 2010; Whitaker, 2012).
Effective school change occurs because of continuous evolution of the role of the principal
(Valentine & Prater, 2011). Whitaker (2012) asserts great principals utilize 18 leadership
strategies and characteristics that correlate to high principal efficacy:
• Great principals never forget that it is people, not programs, which determine the quality
of a school.
• Great principals have clarity about who they are, what they do, and how others perceive
them.
• Great principals take responsibility for their own performance and for all aspects of their
school.
• Great principals create a positive atmosphere in their schools. They treat every person
with respect. In particular, they understand the power of praise.
• Great principals consistently filter out the negatives that do not matter and share a
positive attitude.
• Great principals deliberately apply a range of strategies to improve teacher performance.
29
• Great principals take every opportunity to hire and retain the very best teachers.
• Great principals keep standardized testing in perspective and focus on the real issue of
student learning.
• Great principals understand the dynamics of change.
• Great principals know when to focus on behavior before beliefs.
• Great principals are loyal to their students, to their teachers, and to the school. They
expect loyalty to students and the school to take precedence over loyalty to themselves.
• Before making any decision or attempting to bring about any change, great principals ask
themselves one central question: What will my best teachers think of this?
• Great principals continually ask themselves who is most comfortable and who is least
comfortable with each decision they make. They treat everyone as if they were good.
• Great principals understand high achievers, are sensitive to their best teachers’ needs, and
make the most of this valuable resource.
• Great principals make it cool to care. They understand that behaviors and beliefs are tied
to emotion, and they understand the power of emotion to jump-start change.
• Great principals work hard to keep their relationships in good repair—to avoid personal
hurt and to repair any possible damage.
• Great principals take steps to improve or remove negative and ineffective staff members.
• Great principals establish clear expectations at the start of the year and follow them
consistently as the year progresses (p. 143).
The 18 characteristics indicate how critically important it is for a principal to recognize
individual strengths as well as a clear focus on transparency and positive intent. Incredible
30
principals share commonality regardless of the elements or demographics of the school (Lindahl,
2010; Paul et al., 2012; Whitaker, 2012).
Boyd et al. (2011) summarized the relationship between administrative climate and
teacher retention decisions in a study of teachers on the east coast of the United States, “Teachers
who have less positive perceptions of their school administrators are more likely to transfer to
another school and to leave teaching in New York City” (p. 323). Pogodzinski et al., (2012)
stated, “Administrators and teachers have come under increasing pressure to raise student
achievement to meet the requirements of the No Child Left Behind Act, at the same time that
many districts across the country are facing serious declines in resources” (p. 1). Further research
indicated that assembling a quality staff of teachers is important to increasing student
achievement. As Rivkin et al. (2005) noted, “Experienced teachers are, on average, more
effective at raising student performance than those in their early years of teaching” (p. 77). Not
being able to attract teacher candidates naturally leads to the hiring of unqualified candidates
creating undesirable learning conditions or not being able to offer certain courses (Maranto &
Shuls, 2012).
An administrator’s impact on school climate contributes to teacher retention (Elfers et al.,
2006). In Elfers et al. (2006), study, school climate was found to be a determining factor in
teacher retention and in-district mobility. The professional relationships of teachers and the
educational programs of the institution help to foster a successful learning environment for
students (Elfers et al., 2006). When professional relationships breakdown due to teachers exiting
the campus, learning interruption occurs, and student achievement suffers. Levitz et al. (1999)
found no way to separate the success of an institution and the success of its students showing that
teacher retention played a large role in the campus’ formula for success. Barley and Beasley
31
(2007) confirmed this relationship with a case study of 21 rural schools concluding that those
schools with the highest teacher retention also maintained the highest student success.
Cultivating and nurturing relationships with all employees in the school environment
should be a priority for school leaders. Vanderslice (2010) suggests mentoring programs that
focus on improving individual attitudes, nurturing feelings of importance, and embedding
pedagogical skills into beginning teacher-mentoring experiences is critical in teacher retention.
Positive school environments combined with confident and capable leadership will increase the
probability of teachers remaining in the teaching profession and can therefore continue to
positively influence student lives (Vanderslice, 2010).
Pucella (2014) argued that leadership opportunities happen as early as preservice
programs similarly as advanced education programs quite often include leadership components
stressing that younger educators be immersed in leadership positions in the beginning phases of
the profession. Numerous leaders may lack the preparation and experience expected to run
schools viably, yet leaders experience the opportunity to engage or discourage many starting
educators to leave or stay in the calling (Ingersoll and Strong, 2011).
To evade relationship seclusion in beginning teachers, leaders should concentrate on the
relationships between beginning teachers and mentors, regular evaluation of assessment data,
and building more grounded learning connections as related to curriculum and planning.
Goldrick et al. (2012) discovered instructors' view of school leadership affected the execution of
significant activities in school change and evaluation. Without the help of the vision and mission
of schools, leaders will struggle in policy, procedural, recruitment, mentors, and decision-making
skills.
32
The Teaching, Empowerment, Leading, and Learning (TELL) Questionnaire (2014)
responses revealed school leaders and beginning teachers benefit from leadership opportunities
within the school. These leadership opportunities may develop because of lack of experienced
teachers, or enough teachers in general. Principal focus and mindset require a concentration on
teachers as educational entrepreneurs designing the landscape of student academic success
(Amos, 2014). Connection forms when beginning teachers see leadership responsibilities in a
school’s success or failure (Range et al., 2015). Collaboration between the principal and
beginning teachers create an environment that alleviates traditional classroom problems
(TALLIS, 2013).
Paris (2013) found that one must focus on the leader before leadership initiatives. Just as
beginning teachers require support, principal hires require support from principal mentors and a
Superintendent. Time and understanding will assist in identifying and breaking down building
needs. This allows for growth to occur through empathy, support, and morale (Amos, 2014).
Thirty-four states currently have accountability legislation for principals to support beginning
teacher through effective strategies (Jacques et al., 2012). Once a teacher is hired, administrative
support is needed through integrated building training and mentorship.
The Wallace Foundation (2012) identified six domains of effective principal evaluation
systems: 1) Professional growth and learning; 2) student growth and achievements; 3) school
planning and progress; 4) school culture; 5) professional qualities and instructional leadership; 6)
stakeholder support and engagement. Additionally, five key practice of principal practice require
shaping a vision, creating a positive climate, cultivating leadership, improving instruction, and
managing for school improvement (Wallace Foundation, 2015).
33
Supportive administration and positive staff relations play a role in teacher retention
decisions (Boyd et al., 2011). The importance of supportive administration and school leadership
in motivating teachers to experience success through common visions and goals correlates to
retaining teachers and increasing quality instruction. Administrators play a critical role in
creating building culture and establishing building climate where teachers and employees feel
welcomed and safe.
Rural Principal Dispositions
Studies have documented that successful leadership is a catalyst for improved student
achievement and wellbeing (e.g., Day et al., 2011; Dinham, 2008; Heck & Halliger, 2011;
Leithwood et al., 2008; Louis et al., 2010; Robinson, 2011; Sebastian & Allensworth, 2012).
Renihan and Noonan (2012) posit successful rural principals utilize a style of leadership reliant
on teamwork. Through collaborative leadership, motivation, morale, and job performance of
staff members improve. Preston (2017) asserts successful rural principals promote people-
centered environments and play the role of change agents.
Collaborative Leadership
Successful school rural leadership requires relationship building with staff, parents,
students, and community stakeholders with a focus on a healthy and nurturing establishment
(Preston, 2017). Because of small staff numbers and rich social expert organizations, rural
leaders are in an ideal situation to assemble trust among staff, advance coordinated effort among
staff, and support student achievement objective (Irvine et al., 2010). Seipert and Baghurst
(2014) reveal that rural principals utilized the expertise and experience of building staff in
34
solving school-related barriers. Incorporating a people-focused leadership approach builds and
initiates character, job satisfaction, support for a teacher’s wellbeing (Haar, 2007).
Successful rural principal nurture and build professional connections and relationships
with individual members of the organization (Preston, 2017). Findings from Barley and
Beesley’s (2007) research noted a commonality in rural principals meeting formally and
informally with teachers regularly to discuss student progress citing that teachers found one-on-
one meetings supportive. Similarly, Cortez-Jiminez (2012) quantitative survey with 101 rural
California principals reported 98% of principals value informal, impromptu meetings with
teachers in better comprehending staff professional development needs. Preston (2012) shares
that rural principals appear to be more accessible, than urban principals confirming availability
of the rural principal is connected to rural leader success.
The rural school principal is in a position to know many students and families due to the
rural school’s limited size (Preston, 2012). Understanding the academic and personal histories of
students allows for deeper relationships in the learning environment responsive to unique
students’ needs (Morrow, 2012; Renihan & Noonan, 2012; Schuman, 2010). Several studies
identify effective school rural leadership includes welcoming, listening, and responding to
parental groups related to school improvement efforts (Barley & Beesley, 2007; Irvine et al.,
2010). Latham et al., (2014) asserts successful rural principalship includes fluid and regular
communication with parents (Latham et al., 2014).
Ashton & Duncan (2012) contend rural school leaders share responsibility in nurturing
and building positive school-community relationships (Ashton & Duncan, 2012). Trust is built
between rural school principals and community stakeholders through establishing trusting
relationships (Jentz & Murphy, 2005). Allowing the community access to the school buildings
35
for events such as meetings or social gatherings fosters strong relationships (Jentz & Murphy,
2005). Employment opportunities and community volunteerism are options for community
members to capitalize on enhancing the community-school relationship (Barley & Beesley,
2007). Morrow (2012) affirms successful rural principals are active citizens within the rural
community and hold dual roles in active school and community engagement.
Lal (2012) asserts that school principal communication skills are associated with school
culture. Educational organizations revolve around human relations therefore; communication in
educational organizations is more prominent than in other organizations. School principals
require effective communication skills to convey information, express thoughts clearly, to be
active listeners, and empathetic communicators (Durnali et al., 2020).
Principal as a Change Agent
Great principals are change agents (Brach et al., 2012). School leaders carry and promote
effective implementation of school-level reform and are crucial to student success. Research
shows strong principals have an influential impact in supporting effective teaching, building an
achievement-based school environment, and aligning resources to meet building goals that
connect to student success (Branch et al., 2012). Student achievement relies on ensuring effective
instruction from year to year across the learning environment in which principals account for
25% of a school’s total achievement (Branch et al, 2012). Developing great school leaders assists
in producing high student achievement results and quality teachers (Branch et al, 2012).
Highly effective principals establish clear and compelling visions for high-quality
instruction in the schools (Adams et al., 2012). Building learning centered school cultures that
retain great teachers requires hiring, developing, and evaluating teachers with expectations for
36
instruction (Adams et al., 2012). Individual principal leadership characteristics influence the
development of operations and systems needed to support all crucial roles in a school.
A change agent intentionally or unintentionally, supports and accelerates educational,
social, cultural, and/or behavior change in an organization (Preston, 2017) and successful rural
school leaders require the ability to lead change. Additional research studies share successful
rural principal endorse clear plans aligned with the vision of the school stimulating
organizational change (Barbour, 2014; Bartling, 2013; Msila, 2012). Rural principals answer the
call, in endorsing policy mandates within the context of the rural school community forcing
operations geared towards urban districts and non-conducive of the rural environment (Morrow,
2012; Pietsch & Williamson, 2009). Preston (2017) contends rural school principals balance
local expectations and vision of the district successfully. Rural principals understand the impact
local, district, and nationwide entities influence the rural school.
Teachers’ feelings regarding administrative support play a critical role in the decision to
remain in the profession (Vanderslice, 2010). Supportive administration and positive staff
relations play a role in teacher retention decisions (Boyd et al., 2011; Vanderslice, 2010; Carver-
Thomas & Darling-Hammond, 2017). The importance of supportive administration and school
leadership in motivating teachers to experience success through common visions and goals
correlates to retaining teachers and increasing quality instruction (Boyd et. al, 2011).
Administrators play a critical role in creating building culture and establishing building climate
where teachers and employees feel welcomed and safe. Keeping quality teachers should be
among the highest priorities for school leaders (Vanderslice, 2010).
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Rural Community Relationships
Rural areas consist of remotely settled populated communities along with high
proportions of unsettled land used primarily for agriculture, livestock, forestry and fisheries
(Adedeji & Olaniyan, 2011). Residents of rural areas depend significantly on the primary
production activities as the main source of livelihood. The economy is often simpler, yet labor
intensive. Education remains a key investment in any country with both social and economic
benefits accruing regardless of location. It is of utmost importance that every child regardless of
demographics benefit from quality educational experiences (Adedeji & Olaniyan, 2011).
Rural communities lack choice regarding selecting personal amenities such as medical
providers, grocery stores, entertainment, and other aspects of daily life. Individuals including
teachers associate these factors with quality of life thus making it difficult to secure teachers over
a long period of time (Hayes, 2009). It is imperative rural teachers navigate, understand, and
enjoy the rural context as for many teachers unfamiliar with the rural context this can indeed be
an awakening (Whaland, 2020).
Nurturing positive school-community relationships is a critical responsibility for rural
communities and rural school leaders (Ashton & Duncan, 2012). Jentz and Murphy (2005) posit
that successful rural principals establish and build trusting relationships with community
stakeholders including businesses and families. Allowing the community to utilize school space
and infrastructure fosters community collaboration. Rural schools provide additional
employment opportunities for local community members including bus drivers, cafeteria
workers, teacher assistants, teachers, and administrators along with the options of community
volunteerism (Barley & Beesley, 2007).
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Successful rural principals often become active citizens within the rural community.
Rural principals need to be active community members to help bridge the relationship between
the school and its community (Surface & Theobald, 2015). In 2012, Morrow’s research
involving seven rural principals in British Columbia revealed rural principals need to commit to
being both an effective school leader and active community citizen. Latham et al., (2014)
conducted mix-method research involving 63 rural principals and identified the critical need for
principals to understand the operations and dynamics of living in a rural community in creating
positive relationships.
Community ties run deep in rural areas. In a national survey, adults living in rural areas
are more likely to live in the same community where they grew up than suburban or urban-
dwelling adults (Parker, 2018). Research suggests that rural community attitudes and
connections play a role in rural teacher job satisfaction (Huysman, 2007; McCoy-Wilson, 2011;
Miller, 2008; Richardson, 2017). Some researchers (Maltas, 2004; Mc-Coy-Wilson, 2011) found
that teachers with a rural background are more satisfied with rural teaching than those from
suburban or urban upbringings. McCoy-Wilson’s (2011) found that that teachers who attended
school in a community, teach in the community, and understand local culture are more likely to
be satisfied in a position than outsiders. These findings, in the light of Parker’s (2018) survey
results, suggest that a teacher with a non-rural background may struggle to overcome individual
status as a community outsider. This could negatively influence job satisfaction (Kelly, 2003).
The resources, needs, and dynamics of rural communities are unique. In efforts of
sustaining strong rural community-school partnerships, opportunities for collaboration and
engagement if rural communities are to sustain meaningful partnerships with their schools’
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opportunities must exist (Masumoto & Brown-Welty, 2009). Rural schools and communities are
interdependent; both must support one another for sustainability.
Challenges Faced by Rural Schools
The difficulties of rural school recruitment and retention of teachers adversely affect
student academic accomplishment bringing rural schools to recruit underprepared instructors,
accommodate more out-of-field licensure assignments, and increase class sizes (Jimerson, 2003).
Curriculum alignment, curricular offerings, inexperienced staff, and much needed professional
development require additional efforts and attention to offer quality instructional experiences
(Jimerson, 2003).
Working conditions are a strong predictor of teachers’ decisions about where to teach and
choosing to remain in a district (Holmes et al., 2019). Job dissatisfaction is the primary reason
for leaving the profession more so than other reasons (Cameron & Lovett, 2015). School
leadership, assessment and accountability, availability of instructional resources, and
collaborative environments are precursors to teacher retention (Poldosky et al., 2016). Ensuring
strong administrative preparation focusing on leadership strategies with emphasis on
relationships is essential. Updating school designs, scheduling, and resource allocations to
provide teachers the opportunity for instructional collaboration aids correlates to job satisfaction
and teacher retention. Schools and districts need to address the emerging teacher shortage and
ensure a competent, committed teacher teaches every child (Poldosky et al., 2016) Moreover,
smaller student enrollment numbers limit the capacity of educators to specialize in a practice and
may expect them to manage more extensive scopes of student needs (Monk, 2007). Rural
primary teachers may require managing a more extensive age span than is standard due to
combining grade levels.
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Rural school stability from one year to the next is a concern. Smaller numbers of student
enrollment cause operational concerns as the school or district is apt to change from one year to
the next affecting the work of teachers (Monk, 2007). Gibbs (2000) posits students in rural areas
are only half as likely to graduate from top-ranked colleges or universities as peers in urban areas
(7 percent for rural teachers and 15 percent for urban teachers). Failures to meet federal
guidelines and standards due to fluctuations in enrollment afford difficult decision-making
scenarios even when teaching performance is exemplary. Allowing flexibility for rural schools to
operate within approved guidelines is needed for continuation of educational programming.
Challenges of Rural Teacher Recruitment
Teacher retirements and lower numbers of candidates coming out of teacher preparation
programs affect the teacher shortage; likewise, attrition, a greater problem in teaching than in
other professions, creates challenges (Fiereck, 2016). In many cases, rural schools that lack a
sufficient number of candidates for teaching positions are compelled to increase class sizes or fill
positions with unqualified applicants to accommodate immediate needs. (Mahler, 2019).
The Education Commission of the States (2016) contends continual staffing issues in
rural schools, including a tenacious gap among instructor competencies in rural and urban
schools a significant concern. Rural communities face restrictions in selecting and retaining
quality educators for reasons including funding issues, restricted instructor supply, absence of
thorough certification options, and geographic and social isolation schools (Education
Commission of the States, 2016). A significant portion of the meaningful work around rural
teacher recruitment occurs more at the district or school level in collaboration with teacher
preparation programs. State-level approaches rely on financial motivating forces including
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stipends or loan forgiveness in efforts of encouraging teachers to apply and work in hard-to-staff
regions or subject areas.
Teacher preparation is key to recruiting and retaining rural educators (Nelson, 2010).
Preparing teachers for the reality of rural life while appreciating the positive aspects of the rural
community increase the probability of teachers remaining in teaching positions. Professional
development, relationship building among community and families, and collaborating with peers
are strategies rural administrators can use to increase recruitment efforts. Because geographical
isolation is a hallmark of rural teaching assignments, an appropriate match between person and
setting is crucial for the teacher’s sense of job satisfaction. Isolation from colleagues, family, and
amenities, is a notable contributor to job dissatisfaction for rural teachers (Huysman, 2007;
Slaven, 2011).
Recruitment efforts and retention challenges add to financial and economic hardships of
rural schools (Ulferts, 2016). Rural districts financially invest in professional development along
with time in developing pedagogical strategies. High turnover rates directly affect financial
stability of a district along with student performance (Ulferts, 2016; Eberhard et al., 2000). Rural
superintendents indicate recruitment and retention of highly qualified staff as a prioritized
concern (Ulferts, 2016; Natkin & Maroney, 2003).
The number of prospective students interested in becoming educators continues to drop
significantly (Nolan, 2016). From 2010 to 2014, the number of ACT-tested high school
graduates interested in pursuing education majors or teaching as a profession decreased by more
than 16 percent, while the number of all graduates who took the ACT increased by nearly 18
percent, according to The Condition of Future Educators 2014 report from ACT Inc. (Nolan,
2016). A national survey, conducted by the University of California – Los Angeles (UCLA),
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found the number of teachers reached an all-time low. In the 2015 College Freshmen Survey,
only 4.2 percent intended to major in education, the lowest percentage recorded since the survey
inception approximately 50 years ago. It follows a steady decline over the past 10 years. From
1971-2000, the percentage hovered around 10-11 percent consistently and in 2005 it was 9.9
percent.
In a local context, Nolan (2016) reports 76% of Minnesota’s juniors who took the ACT in
2014; six percent indicated an interest in teaching as a career. If these 2,649 juniors graduate
from college and receive a teaching license in 2019-20, Minnesota will be short 2,300 teachers.
Forty-five percent of school districts report creating pipeline programs including residency
models or grow your own models positively influence recruiting and retaining standard license
teachers. Sixty-nine percent of school districts report that mentorship programs significantly
influenced retaining teachers (MREA, 2016).
Challenges of Rural Teacher Retention
Rural schools of under 300 students experience the most noteworthy rate of educator
turnover (Ingersoll, 2001). High rural teacher attrition contrarily affects student achievement and
development, compelling students to learn from amateur educators who are frequently in the
survival mode of teaching (Ulferts, 2016). The National Commission on Teaching and America's
Future (2007) cautioned of the impacts of high educator turnover in rural schools provoking
them to be “frequently staffed with inequitable concentrations of under-prepared, inexperienced
teachers who are left to labor on their own to meet the needs of their students” (p. 2). Less
experienced teachers like those found all too-often in rural schools, vary in effectiveness
compared to experienced teaching staff (Rice & the Urban Institute, 2010).
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A significant issue in education is the increasing rate of teacher attrition and the ability to
retain highly qualified teachers in schools (Podolsky et al., 2016). Addressing this complex
global challenge is necessary as shortages of skilled and experienced educators is leaving
schools, districts, and career fields in compromising positions. Due to teachers leaving the field
of education, a decrease in highly qualified educators exists (Podolsky et al., 2106).
Around 90% of the nationwide annual demand for teachers occurs when teachers leave
the profession. Teacher retirement is an obvious cause affecting attrition rates. Although it is not
the leading cause, it contributes to upward of 12% of the attrition rates (Vanderslice, 2010).
Two-thirds of teachers leaving are leaving for reasons other than retirement (Carver-Thomas &
Darling-Hammond, 2017). The percentage of public school teachers leaving the teaching
profession between 2011–12 and 2012–13 was highest among teachers with more than 25 years
of experience. Additionally, among the teachers with more than 25 years of experience, a higher
percentage left the teaching profession entirely than moved to other schools (U.S. Department of
Education, National Center for Education Statistics, 2014). In comparing teachers with only
2 years of experience, a higher percentage moved to other schools than left the teaching
profession.
Young (2018) shares that the teacher profession demonstrates a higher turnover rate than
other professions and new teachers are more likely to leave the career altogether after the first
few years. Research suggests that it takes three to seven years for a new or beginning teacher to
begin to reach high quality teacher status (Shaw & Newton 2014) and yet teachers are leaving
before even having the opportunity to achieve this fete. Lack of quality teachers results in a
reduction in the overall expertise level of instruction happening in the classroom. Guarino,
Santibanez, and Daley (2006) share that though the attrition percentage range is vast; there is one
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finding that remains more constant; the attrition rate is higher for younger teachers. Vanderslice
(2010) indicated that thirty percent of beginning teachers would not continue to teach beyond the
first two years.
Boyd et al., (2011) asserts that individual teacher background experiences and individual
work experiences are consistent teacher turnover predictors. Preparation experiences and
preparation pathways into the teaching career are predictors of attrition. Teachers acquiring a
teaching degree through alternate routes, such as Teach for America, are more likely to leave the
profession than teacher from more traditional degree programs (Boyd et al., 2011) as formal
preparation programs devote more time to teacher development.
Teachers cite several reasons for leaving a school or the teaching profession. The most
frequently cited reasons in 2012–13 included dissatisfactions with testing and accountability
pressures (listed by 25% of those who left the profession); lack of administrative support;
dissatisfactions with the teaching career, including lack of opportunities for advancement;
personal and financial reasons; and dissatisfaction with working conditions (U.S. Department of
Education, National Center for Education Statistics, 2014). Fifty-one percent of public school
teachers who left teaching in 2012–13 reported that the manageability of work responsibilities
and expectations better in current position than in teaching. Fifty-three percent of public school
leavers report that general work conditions in current employment position than in teaching
better (U.S. Department of Education, National Center for Education Statistics, 2014).
While turnover occurs from year to year, some retention decisions may or may not be
voluntary. There are 260,000 teachers that chose to leave the profession annually, and most of
them for the reasons other than retirement (Carver-Thomas & Darling-Hammond, 2017). When
considering leaving the field, voluntary turnover rates outweigh those who involuntarily leave.
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Retirement is a voluntary action as well as pre-retirement. Pre-retirement is an option that
districts offer individuals close to retirement age with an incentive attached to it to allow
teaching professionals the ability to retire a year or two ahead of an anticipated time.
While teacher attrition remains a concern in all areas of the country, it is even more
concerning in our nation’s high-poverty schools. Many rural areas identify as impoverished. In
analyzing the 250 poorest counties in the United States, 244 identify as rural, and out of the more
than 8 million children attending public schools in rural areas, 2.5 million live in poverty (Monk,
2007). There is a need for dedicated and willing teachers to commit to these schools long enough
to begin to make a difference in providing quality school experiences. Student performance is
inconsistent from year to year with the number of teacher turnovers in high-poverty regions
(Freedman & Appleman 2009). The economic cost of early teacher attrition as well as the
inconsistent rotation of new staff that are leaving remain factors that have a negative effect on
student achievement (Macdonald, 1999).
Further study addresses why teachers choose to leave the teaching profession. Schafer et
al. (2012) identified early attrition is often associated with individual factors, contextual factors
or at times a combination of both. Individual factors include burnout, resilience, demographic
features, and family characteristics. Contextual factors include teacher support, salary,
professional development, collaboration, the nature of context, student issues, and teacher
education. Schaefer et al. (2012) highlighted that teacher attrition is associated more with the
individual factors rather than contextual factors or a mix.
Guarino et al. (2006) found that higher salary is associated with higher rates of retention
specifically in the United States. Financial satisfaction and stability play an important role in the
life of classroom teachers. Avoiding economic hardship is a priority for many teachers, and
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while salary plays a role in attrition, it is not the sole underlying factor in influencing individuals
to change or leave the teaching profession (Buchanan, 2009; Carter-Thomas & Darling-
Hammond, 2017).
Additional research on teacher attrition and the concentrated focus on individual and
contextual factors contributing to teachers leaving the profession remains a concern (Schaefer et
al., 2012; Carver-Thomas & Darling-Hammond, 2017; Vanderslice, 2010). The conversation
needs to shift from one focused on retaining teachers to how to better sustain teachers throughout
teaching careers (Schaefer et al., 2012). An awareness regarding factors affecting teacher
attrition and pro-actively addressing the factors, can affect the future of teacher attrition and
retention in the future.
Rural Teachers
Rural teacher candidate dispositions include adaptability, resiliency, independence,
sensitivity, practicality, heart and mind, tolerance, organization, respect, resourcefulness, and
creative thinking in teaching in rural settings (Austin, 2010). Rural educational leaders should
place consideration in whether prospective teacher applicants have a rural background. Teachers
with a rural background are more apt to understand rural communities (Austin, 2010).
Rural Teacher Dispositions
Monk (2007) asserts that several key teacher attributes including experience, advanced
schooling, and race differ among schools of different constructs and sizes suggesting that a
discrepancy between rural and small schools exists in teacher experience. This suggests the
smallest schools face the greatest hiring and retention challenges. Monk’s (2007) contends
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teachers in rural areas bear lower educational attainment, suggesting rural areas may be less
likely to offer college-preparation programs.
Researching personal attributes of teachers remains an area of interest as it relates to
teacher retention. Self-awareness, adaptability, motivation, and personality affect teacher
retention and the decision to remain in a position (Buehl & Fives 2009). A recent review
conducted by Klassen and Tze (2014) found personal attributes as predictors of teacher
effectiveness and retention. These predictors included teacher self-efficacy and teacher resilience
(Beltman et al., 2011). Research on teachers’ emotions (Frenzel et al., 2015), engagement
(Klassen et al., 2013), and teacher-student interactions (e.g., Hamre et al. 2013) support for the
need to identify and foster teachers’ non-academic attributes in relation to job satisfaction.
Despite alarming trends established throughout the nation centering on teacher attrition and
retention, the concept of teacher resilience and its influence on teacher retention requires
additional attention in the United States (Gu, 2014). Teacher resilience is required for successful
teacher agency (Toom et al., 2015). Resilient teachers access resources rather than reacting to
school environment demands (Drew & Sosnowski, 2019). Adjusting to school or work
environments allows teachers to grow as professional educators, utilize personal innovation, and
develop adaption skills associated with resiliency.
According to Gu and Day (2013), teacher resilience is the “capacity to manage the
unavoidable uncertainties inherent in the realities of teaching” (p. 39). Resilience is not
primarily encompassed with the ability to ‘bounce back’ or recover from highly
traumatic experiences but to “maintain equilibrium and a sense of commitment and agency”
(Gu and Day, 2013, p. 26). Viewing teacher resilience through a general lens of day-to-day
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stresses offers a glimpse of the challenges. Teacher resilience is a cyclical pattern continuously
asking teachers to adapt through a process that includes survival, recovery, and thriving
(Ledesma, 2014). Educational polices receive constant analyzation and often create challenges to
barriers at times. Being able to overcome the challenges without losing a sense of self is
resilience.
International research identifies teacher effectiveness, job satisfaction, motivation, and
teacher self-efficacy as components of teacher resilience (Beltman et al., 2011; Greenfield, 2015;
Johnson et al., 2014; Mansfield et al., 2016; Papatraianou and Le Cornu, 2014; Peters and
Pearce, 2012). Bowles and Arnup (2016) assert that resilient teachers display self-efficacy and
self-care, while experiencing diminished excuses and procrastination regardless of the years
spent teaching (Bowles and Arnup, 2016). Limited studies in the US share teacher resilience
leads to personal and professional gratitude, increased commitment to student success, and
value-driven decision-making (Tait, 2008). Teachers, when nurtured through collaborative
processes, professional growth, professional engagement, and balance, leads to increased teacher
resilience and agency (Brunetti & Marston, 2018). When resilience is low or lacking, concerns
regarding staying in the profession arise.
Professional burnout occurs when a teacher envisions less-worthy thoughts of themselves
and professional colleagues (Schaefer et al., 2012). Burnout is primarily determined by a
teacher’s temperament (Vanderslice, 2010). Day and Gu (2014) posit when professionals
struggle with mental exhaustion, a disconnect between identity and role exists. Disconnection
and discontentment attributes to burnout in that teachers feel a lack of devotedness to the
profession. Paperwork, lack of support, and unclear expectations contribute to teacher burnout
regularly. Freedman and Appleman (2009) studied beginning teacher attrition and found that
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those who remained in the profession had a persistent work ethic and committed to doing the
hard work needed to be successful in the profession.
Complexity in attending to the professional and personal aspects of one’s identity
contributes to retention and attrition. Personal landscapes and personal demographic features
play a role in whether an individual stay in or decides to leave the teaching profession (Schaefer
et al., 2012). Ethnicity, gender, age, as well as family responsibilities are reasons for turnover.
Health concerns, family relocations, and children contribute to the personal features that change
throughout life and affect attrition rates. Mansfield et al. (2014) posit that the resilience process
requires the impact of family, friends, and relationships as added support systems in identifying
with one’s purpose.
Teachers who move into rural school districts face the challenge of fitting in and
becoming not only a part of the school, but part of the community (Barley & Beesley, 2007).
Meeting these challenges demonstrates a positive effect on teacher retention. Teachers in rural
areas are likely to stay in a school to maintain ties with a supportive community (Barley &
Beesley, 2007). To improve the retention of teachers in schools, rural districts and communities
need to construct an environment that address the wants and needs of teachers in both
professional and personal lives.
Rural Teachers and Work Environments
Studies addressing working conditions for educators in rural and urban school settings
discovered contrasts in what determines normal class size and in the offering of courses
instructed (Monk, 2007). Student-teacher ratios are lower in both elementary and secondary
schools that enlist fewer student populations such as rural districts. The NCES reports that
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primary schools with less than 300 students report student instructor proportions of 13.3,
compared to 20.3 for schools within excess of 1,500 understudies. Smaller schools, in general,
incur smaller class sizes even though cost sensitivities can provoke adverse measures including
combining grade levels. Smaller class sizes are an appealing component of working in little or
rural schools (Monk, 2007).
Teachers remain in schools that support them and are part of a team working toward
common and attainable goals. Bland et al., (2014) noted that larger cities and rural areas are most
inclined to instructor shortages. Leaders in rural schools acknowledge that hiring difficulties
exist because of location and lack of resources (Bland et al., 2014). District and school
administrators have a responsibility to be instructional and academic leaders to all teachers.
Ensuring a sufficient supply of high-quality teachers should therefore be a priority for education
policymakers. Additional research in strategies districts and leaders use in rural school districts
to retain teaching staff in rural schools is essential.
Teachers in rural school districts report advantages to working in rural school
environments include fewer behavioral issues, opportunity for specialized and differentiated
instruction, and smaller classes (Monk, 2007). Zost (2010) contends research sharing that
teachers remain in rural teaching positions due to the opportunity to invest in student, parent, and
community relationships as well as a general liking of rural living, including safety at home and
in school. Choosing the rural lifestyle is a main influence for teaching in a rural school (Zost,
2010).
Lack of support in the professional environment is an area often discussed when referring
to teachers leaving the classroom (Schaefer et al., 2012). Lack of mentoring and collaboration
from experienced colleagues is critical in teacher success (Fantilli & McDougall, 2009).
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Induction programs and administrative support can positively weigh on the decision of whether
to stay in the teaching profession or whether to leave. According to Alkins et al. (2006), learning
in an environment with and from others is central to professional growth. Tailoring supports to
meet individual needs versus a one size fits all mindset promotes a more supportive environment
(Clandinin, et al., 2015).
Ingersoll and Strong (2011) posit that support and assistance for beginning teachers have
a positive impact on three educational factors: teacher commitment and retention, teacher
classroom instructional practices, and student achievement. Studies show that beginning teachers
who experience an induction program experience higher job satisfaction, commitment, or
retention. Likewise, those participating in induction programs utilize successful pedagogical
practices including student participation and engagement.
Schaefer et al. (2012) profess that beginning teachers’ experience with students is a
contributing factor to teacher retention. Often time’s classroom management or lack thereof turns
teachers away from the career. Increasing numbers of students bring individual emotional
challenges and learning problems to the classroom, which creates a challenge for all teachers
(Vanderslice, 2010). Being unprepared to support student individual needs causes stress and or
dissatisfaction. Schools experiencing a higher population of low income, non-white, and lower
achieving students are most likely to experience high teacher turnover (Boyd et al., 2011;
Vanderslice, 2010; Schaefer, 2012).
Teacher collaboration, school vision, and a unified effort of accomplished short and long-
term goals remain indicators of retention in correlation to school culture. The most predicative
developing element is leadership (Sahin, 2011). Fullan (2011) posits building teacher leadership
capacity bridges collective leadership responsibility. A clear focus in creating positive change in
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a school through a shared vision among teachers and administrators builds teacher capacity (Eyal
& Roth, 2011).
Not all teacher professionals consider leaving the profession. Boyd et al. (2011)
examined why teachers are more likely to stay in the teaching profession. Contributing to
schoolwide decisions such as scheduling, selecting instructional materials, and professional
development experiences resulted in teachers wanting to stay in teaching positions. Teachers are
more likely to stay in schools and in the teaching profession through accomplishments and
personal contributions in the learning environment (Boyd et al., 2011).
Clandinin et al., (2015) research on attrition and retention factors share that new teachers
feel that support systems within the school including mentoring programs and collegial support
are influential in the beginning of teaching careers concerning staying connected and remaining
in the profession. Feeling a part of the school culture, building positive relationships and the
potential of gaining continuing contract status encouraged teacher retention and the want of
staying in the same district, thus providing stability in staffing (Clandinin et al., 2015).
Rurality and Teacher Job Satisfaction
Job satisfaction is defined as “a pleasurable or positive emotional state resulting from the
appraisal of one’s job or job experiences”, Locke, 1976 as cited by Lent & Brown, 2006).
Teacher job satisfaction influences student achievement (Crawford, 2017) and teacher retention
decisions (Stockard & Lehman, 2004), therefore it is essential for rural schools to employ
teachers satisfied with assigned positions. Ensuring satisfaction of the employees is a critical task
of management.
53
Sironi (2019) confirms a strong influence of job satisfaction on optimal well-being.
Research shows that job satisfaction is a sizable component of the decision a teacher makes to
retain or leave their position (Sutcher, et al., 2016; Thibodeaux, 2015; Williams, 2015). Job
satisfaction is multi-dimensional (Shila & Sevilla, 2015). Teacher job satisfaction correlates with
the work of the profession, environmental working conditions, financial pay, security, collegial
relations, responsibility, professional advancement, performance recognition and attrition.
(Kaden, Patterson, Healy, & Adams, 2016; Shila & Sevilla, 2015).
Research focusing on personal attitudes toward work, cites job satisfaction as the most
studied factor compared (Judge et al., 2017). Educators satisfied with the profession and role of
the educator have personal commitment, motivation, connection to an organization, exhibit
improved performance, and acquire a sense of belonging to the organization (Larkin et al., 2016;
Shila & Sevilla, 2015). Shila and Sevilla (2105) assert that job satisfaction is an important
element contributing to accomplishment of an organization. Berry (2012) contends teachers
experience an increase on ability in meeting student needs when a high level of satisfaction
exists.
Employee satisfaction connects to organizational citizenship (Cogaltay & Karadag, 2016;
Drummond & Halsey, 2014; Sesen & Basim, 2012). Organizational citizenship identifies
workers as being more committed to the organization (Williams & Anderson, 1991). Educational
leadership positively affects the perception of organizational citizenship influencing teacher
willingness to think beyond formal obligations, displaying lower rates of job movement,
exhibiting higher productivity, and work quality (Cogaltay & Karadag, 2016; Sesen & Basim,
2012). Sesen and Basim (2012) posit teacher satisfaction enhances organizational commitment,
and organizational citizenship increasing the effectiveness of a school.
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Kabungaidze and Mahlatshana (2013) confirm the relationship among teacher job
satisfaction and job turnover intentions. High levels of job satisfaction allow teachers to develop
deeper commitments that forms a sense of attachment to the profession and instills a stronger
desire to remain in the field (Shila & Sevilla, 2015). Green and Munoz (2016) posit teacher
loyalty and commitment influence a willingness to continue in the teacher profession despite the
conditions. Committing to an organization creates a sense of belonging, allowing teachers to
embrace the mission and vision, goals, and standard values of the organization (Berry, 2012;
Shagholi et al., 2011; Shila & Sevilla, 2015).
Ulferts (2016) asserts that student relationships, safe learning environments, and
administrative support are retention factors with the highest means that influence teachers to
remain teaching in rural schools. Additional studies on rural teacher satisfaction indicate that
community identity may be an additional factor in job satisfaction for rural teachers (Huysman,
2007; Miller, 2008; Whaland, 2020). When rural leaders understand factors that contribute to
teachers choosing to teach and remain teaching in rural areas, then rural districts improve teacher
recruitment and retention efforts, as well as reduce costs associated with additional professional
development of new staff, and accelerate student achievement.
National Initiatives to Recruit and Retain Teachers
National educator retention programs work to address the issue of teacher retention
across America through federal funded projects and initiatives. These projects utilize a scope of
various techniques, including funding induction, providing workshops, and bearing the cost for
additional bonuses for educators. A portion of these projects offer advantages to schools that fall
inside explicit classes, while others may just be accessible in schools of certain geographic areas.
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Various national programs address improving teacher retention rates and retention
statistics. The Yale National Initiative exists to increase teacher retention through enhancing the
overall standard of teaching in public schools. Providing opportunities for education
professionals to collaborate with higher education professors in creating curriculum material that
meets diverse community needs is the essential goal. The more prominent the extent to which
instructors successfully perform educational expectations, the greater possibility of remaining in
teaching positions. This initiative matches instructors with scholarly tutors who enter a
partnership for several years focused on instructing appealing classes to engage students.
Teaching staff commend mentorship of this nature and express added passion for teaching as a
result. Further enthusiasm for the profession occurs through lesson pedagogy and regular
mentoring (Leitch, 2011).
The Small, Rural School Achievement program coordinated through the United States
Department of Education organizes grants available to rural school districts. School and district
grants related to increasing teacher retention through professional development, career fairs, and
financial incentives are available. In 2011, these grants allocated $86 million across 4,000 school
districts. Grants administered through the Small, Rural School Achievement program ranges
from $20,000 to $60,000 (United States Department of Education, 2020).
The Rural Low-Income Schools project, also coordinated through the United States
Department of Education, awards grants for activities aimed at increasing teacher retention in
rural schools (United States Department of Education, 2020). Grants focused on ensuring
teachers remain within the teaching profession are available. Schools eligible for Rural Low-
Income Schools projects cannot access both this and The Small, Rural Achievement program
grant. In 2011, over $87 million was awarded via the Rural Low-Income Schools project to
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1,200 districts. Eligibility for grants from The Rural Low-Income Schools project is dependent
on the poverty level of the school district (Baker et al., 2014).
The Teacher Quality Enhancement program offered through the United States
Department of Education funds initiatives aimed at improving teacher retention. This program
aims to improve standards of teaching within America’s public schools and inducting teachers
into the role of a teacher to assist in reducing the risk of teachers leaving the profession due to
inadequate teacher preparation. Fayne and Matthews (2010) share that this program aims at
improving the standard of education that educators can deliver. Having supportive teacher
preparation programs can increase the longevity of teachers remaining in the classroom.
Federal legislation continues to impact educational experiences. In 2001, No Child Left
Behind (NCLB) Act reauthorized the Elementary and Secondary Act (ESEA) of 1965
establishing the goal of ensuring “that all children have a fair, equal, and significant opportunity
to obtain a high-quality education and reach, at a minimum, proficiency on challenging state
achievement standards and state academic assessments” (United States Department of Education,
2015). The goal of NCLB prioritized closing the achievement gap in math and literacy by
requiring that students receive an education by a highly qualified teacher with an educational
degree and knowledge of the subjects taught. In 2015, President Obama reauthorized yet again
ESEA with Every Student Succeeds Act (ESSA). States now engaged in exploring solutions
affecting the state schools. Improving and enhancing student achievement and teacher
development occurred through district and local leaders offering recommendations to the federal
government pursuant to the district at hand.
According to the Global Competitiveness Report (2015), teachers remain the most
significant and costly resource in schools; yet school systems are losing teachers in record
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numbers, particularly beginning teachers. The most current study of beginning teacher attrition,
the Beginning Teachers Longitudinal Study 2011-12, studied public schools teachers within the
first three years of teaching and concluded that beginning teachers with a with a first-year base
salary of $40,000 or higher are 89% more likely to continue to teach. Elgart (2016) posits that in
efforts of focusing on continuous growth and commitment to education requires building morale
of student’s teachers, and staff to address causes and effect of educational problems. A clear
focus on how recruitment, induction, support, and retention efforts occur is necessary for
meaningful professional development and growth (Elgart, 2016). The teaching profession retains
beginning teachers partnered with mentor teachers 86% of the time. (Gray & Taie, 2015). To
retain the most highly qualified teachers and the most experiences, consistent employment
strategies to recruit and retain teachers is needed in all communities (Amos, 2014; Organization
for Economic Cooperation and Development, 2015).
Theoretical Framework
The theoretical framework in this study derive from theories on the employment
community, locations and spaces of educational communities, and relational cultures that
develop in organized environments. These include Job Embeddedness, Rurality, Relational
Cultural, and Transformational Leadership theories.
Job Embeddedness Theory
Holtom’s theory of job embeddedness is the overarching lens through which rural teacher
retention is examined and how this theory applies to leadership practices addressing teacher
retention in rural schools. Job embeddedness theory is a robust predictor of retention across
varied groups of employees (Mallol et al., 2007) as well as diverse communities and cultures
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around the globe (Lee et al., 2014). In 2001, Mitchell, Holtom, Lee, Sablynski, and Erez
introduced job embeddedness as a means of chronicling factors that contribute to employee
retention and offer alternative explanations of why people stay in positions of work (Mitchell et
al., 2001). Job embeddedness encompasses the caliber to which employees integrate into an
organization and the community of work. Extensive research conducted shares that employment
turnover rates decline when job embeddedness is high (Mitchell et al., 2001; Yao et al., 2003).
Holtom and Inderrieden (2006), have since coined job embeddedness as “the theory of staying”.
Three dimensions envelop job embeddedness theory within an organization and in the
outside community. The dimensions include “links, fit, and sacrifice” (Mitchell et al., 2001;
Ramesh & Gelfand, 2010). Fit relates to the perception of shared values and goals within the
organization and environment. An employee experiencing a greater fit with an organization often
experiences a stronger bond (Mitchell et al., 2001). When employee goals, values and futuristic
plans align with an organization, the employees’ motive and likelihood to stay in the
organization remains high.
Links differ from fits in that connections develop in relationship to the employee and the
institution or others associated with the organization. Linked employees experience connections
through both formal and informal means. Work-related teams or co-worker relationships
exemplify work linkages. Out of work links include hobbies, service activities, and church or
community organizations the employee participates in that create and establish a network of
associations bridging the employee to the community (Mitchell et al., 2001).
Sacrifice is the perception of psychological or financial stress one experiences upon
leaving the organization or work environment. Leaving an organization often includes breaking
bonds with others, uprooting family, or changing of a personal child’s schooling. These
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connections create a perceived sacrifice for the employee, thus creating a difficult psychological
break from the organization. Research posits that the more connected an employee is both in and
out of the organization; the more difficult it is to leave (Hom et al., 2012). Applying job
embeddedness theory to a rural educational context may provide insight as to why teachers
remain teaching in rural districts.
Theory of Rurality
The Journal of Rural and Community Development (2008) conceptualized a generative
theory of rurality as education research (Balfour et al., 2012). This social theory analyzes
assumptions of rurality and education in rural contexts, with the premise being that people make
use of time, space, and resources differently to transform an environment rather than be subject
to it. According to Balfour et al. (2012), rurality studies emerged from focused disciplines
including agricultural sciences, agricultural education, and human geography. The shift to focus
on rural sustainable development influenced rural education and rurality research. Place as a
concept is increasingly of interest to researchers concerning literacy, environmental, indigenous
and rural education (Green & Reid, 2014).
The concept of rurality is inclusive of demographic, geographic and cultural concepts
(Roberts & Green, 2013). The Theory of Rurality classifies six habits that assist in defining rural
sense of place: connectedness, development of identity culture, interdependence with the land,
spirituality, ideology and politics, and activism and engagement (Balfour et al., 2008). When
applied to leadership practices addressing teacher retention in rural schools, development of
identity culture and connectedness are relevant.
Local culture provides a sense of identity for rural communities and residents
(Brennan, 2020). This identity facilitates common understandings, traditions, and values,
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all central to improving the well-being in the community. Culture contributes to building a
sense of local identity and solidarity. This local commitment among residents, regardless of
economic or political conditions serves as a valuable tool in shaping the effectiveness of
the community. Such commitment, based on culture and common identity, is potentially an
important tool in sustaining local government, development, and social improvement
efforts (Brennan, 2020).
Connections are an inherent part of human life (Stephens et al., 2011). Humans crave
social interaction, connection, and belonging in both personal and professional livelihood (Moser
& McKim, 2020). Parker (2018) asserts that schools often encompass the core of communities
and in rural areas, teacher connections within schools correlates with community citizenship.
Community culture often models school-community relationships. This being especially true in
rural areas due to the diverse change in geographic and socioeconomic contexts. Mitchell et al.,
(2001) cite connections as links associated through formal and informal means that bridge the
employee to the community and organization of employment.
Transformational Leadership Theory
The concept of transformational leadership derived from the work of James MacGregor
Burns in 1978. Burns cites that transformational leaders raise the level of human conduct and
ethical considerations of an organization. Leaders who demonstrate transformational qualities
increase the commitment and capacity of the individuals who work within the organization
through core values and motivation. Transformational leadership benefit both the relationship
and the resources of those involved through changing the level of commitment and increased
capacity in achieving mutual purposes (Stewart, 2006).
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Burns (1978) describes effective leaders as individuals displaying capabilities needed in
creating societal changes as well as taking care of organizational followers, mobilizing forces to
meet needs and individual potential (Burns, 2003, p. 230). Transformational leadership
developed further through the research of Bass (1998). Most of Bass’ research stems from the
inadequacies and deficiencies documented from Burns’ earlier work. Bass found evidence
confirming the power transformational leadership carries in moving followers. Bass and
colleagues identify four components of transformational leadership (Bass & Riggio, 2006;
Stewart, 2006, p. 12).
1. Charismatic Leadership, or Idealized Influence: represents strong mission and vision
determination of the leader where followers idealize leaders’ behaviors
2. Inspirational Motivation: represents setting high goals, team culture, enthusiasm, and
motivation in constructing and encouraging original ideas
3. Intellectual Stimulation: motivating followers through innovation, analytic, and
creative means along with encouraging followers in pursuing discovery and production of
solutions to problems
4. Individualized Consideration: coaching and considering desires and needs of followers
in achieving success pursuant to the individual
Since Burns’ research (1978), several additional researchers apply the transformational
leadership theory in educational settings. Bogler (1999) conducted research on transformational
leadership practices finding that teacher satisfaction increases when principals lead as
transformational leaders. In addition, Lucas and Valentine (2002) revealed a strong predictive
relationship between principal transformational leadership qualities and the effectiveness of
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shaping school culture. Applying transformational leadership practices encourages facilitation
and plants influential purposes, goals, networks, and structures found in school culture (Hallinger
& Heck, 1998).
School principals utilizing transformational leadership behaviors create supportive
environments that foster and develop teacher-student relationships, teacher morale and teacher
efficacy in the classroom Huang (2001). A school environment with transformational leadership
may form a strong supportive bond between teachers and their principals, and among teachers
themselves. It could foster job satisfaction and commitment to duty, resulting in increased
learning and achievement. In analyzing the relationship between principals’ transformational
leadership to staff job satisfaction and student achievement progress, Griffith (2004) concluded
transformational leadership was significantly related to teachers’ job satisfaction.
The Transformational Leadership model encompasses many of the leadership
characteristics suggested by teachers as motivators toward retention (Bromley & Kirschner-
Bromley, 2007). The characteristics of a transformational leader include developing followers,
inspiring interaction and creativity, inspiring followers to surpass self-expectations, challenging
thought processes, and motivating through a focus on values and moral standards (Bromley &
Kirschner-Bromley, 2007). In the frequently changing educational environment, a
transformational leader provides a vision for the major changes needed within the organization.
Summary
When rural leaders comprehend apparent and perceived procedures that rural educators
consider significantly critical in the recruitment and retention of instructors, rural leaders can
positively influence instructor recruitment and retention, lessen professional development
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expenses, and increase student accomplishment (Ulferts, 2016). Focusing on recruitment and
retention may assist fellow rural schools sustain the most significant resources, teaching staff,
and diminish negative expenses of instructor attrition, inadequate and consistent professional
development, and student’s achievement and performance (Ulferts, 2016).
Minnesota must transform the process by which it recruits new educators. This is the first
of many steps needed to address the teacher shortage in the state, and it will require a systematic
approach that targets all levels of education. However, it is not enough to simply focus on
recruitment. Placing new teachers into the system is important, but all recruitment efforts must
be combined with aggressive measures that retain and support the educators already serving
Minnesota students. Recruitment can mitigate the problem, but it can only do so in concert with
effective retention strategies.
Rural teacher recruitment and retention continues to raise challenges across the United
States. This review of literature revealed a historical context of rural communities and national
initiatives focused on rural teacher recruitment and retention. Additionally, review of the
literature reveals the challenges and successes in recruiting and retaining rural teachers and the
personal and professional characteristics needed to teach successfully in rural communities.
School administrators should also be actively involved in providing a collaborative working
environment to increase working professional relationships among teachers and between teachers
and administrators (Darling-Hammond, 2003) while being aware of the school’s culture
(Gruenert & Whitaker, 2015). The theoretical framework identifies the importance of place in
the education profession, including the organizational environment, community environment,
and relationships needed in the environment. Chapter 3 identifies the methodology for the
proposed study.
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Chapter lll
RESEARCH METHODOLOGY
Introduction
Chapter 3 embodies the research methodology conceptualized for implementing the
study. The research methodology chapter details the research design and criteria that serve as the
foundation for the inquiry. This chapter begins with a presentation of the research questions,
which drive the collection of study data. In addition, this chapter presents the research design,
rationale for the selection of the research design, the role of the researcher, research setting,
study participants, instrumentation, data collection, ethical concerns, and a chapter summary.
The purpose of this proposed study is to explore principal leadership practices addressing teacher
retention in rural schools.
Research Questions
The following research questions guide this research study seeking to explore principal
leadership practices addressing teacher retention in rural schools.
1. How do principal leadership practices contribute to rural teacher retention?
2. What challenges do rural school administrators face in attracting teacher candidates?
3. How do principals build school cultures that make the teaching profession more
sustainable for rural teachers?
Research Design
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To understand the characteristics of principal leadership practices in addressing teacher
retention in rural school districts, the researcher utilized a qualitative research design. Inquiry in
the form of qualitative research analyzes information transferred through language and behavior
(Berkwits & Inui, 1998). Qualitative research methods aim to directly identify components and
themes influential in further research pathways through human interaction by capturing
underlying beliefs, values and feelings (Berkwits & Inui, 1998). While qualitative research
allows for deeper views into behavioral and psychological phenomenon, lack of generalized
results create challenges including inconsistencies in interpreting results accompanied by
selection of the right methodology and research design for the study (Khankeh et al., 2015).
Merriam (2009) describes qualitative research as a process originating philosophically
from constructivism, phenomenology, and symbolic interactions. Domholdt (1993) refers to the
goal of qualitative design as to gain a ‘deep understanding of the particular’. Researchers
engaging in qualitative study often seek to understand how others interpret their experiences and
to acquire a construct of other people’s worlds. Qualitative study best describes the lived
experiences of humans and is a process of inquiry and understanding where the researcher makes
knowledge claims based on constructivist perspectives, participatory perspective, or both
(Creswell & Creswell, 2018).
Encompassing a phenomenological approach, allowed the researcher the ability to
explore principal leadership practices addressing teacher retention in rural schools. The
researcher utilized a phenomenological approach to gain insight into the lived experiences of
school principals and leaders regarding rural teacher retention practices. Many factors
contributed to the problem of study including lack of research regarding principal leadership
practices addressing retaining quality teachers in rural schools.
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Phenomenology is an approach that is growing in attention among social sciences
including education (Bakanay & Cakir, 2016). Phenomenology aims to understand the meaning
of individual lived experience within the world (Bakanay & Cakir, 2016; Neubauer et al., 2019).
Welman and Kruger (1999, p. 189) cite that “the phenomenologists are concerned with
understanding social and psychological phenomena from the perspectives of people involved”.
Understanding phenomenology requires understanding the philosophies that theorize the human
experience. Engaging in phenomenological research allows the scholar interaction in human
experiences and interpretations (Neubauer et al., 2019).
Phenomenology incorporates individual experiences within phenomena (Sherman &
Webb, 1988). This infers that phenomenography is not exclusively connected with the
phenomena that is experienced and pondered, or with the individuals who are encountering or
considering the phenomena, nor is phenomenography associated with thought and perception as
complex wonders. Phenomenology studies the relations that exist between individuals and their
general surroundings (Sherman & Webb, 1988).
Since the early 1980s, science and educational research transformation occurred with a
shift from measuring, controlling and predicting to describing, exploring, and making sense of
phenomenon. Phenomenology origins trace back to historic German philosophers Immanuel
Kant and Georg Wilhelm Friedrich Hegel. Moustakas is considered a founder, contributor, and
organizer of phenomenological research. Moustakas (1994) places an emphasis on how
exploration identifies the completeness of involvement and quest for embodiments of encounters.
Moustakas viewed insight and conduct as an incorporated and indistinguishable relationship of a
marvel with the individual encountering the phenomenon. Solid connections among
phenomenology and constructivism, which focuses on how the world appears to a specific
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individual dependent on their own perspectives and encounters exist (Chiari & Nuzzo, 1996).
The intent of this research was to gain understanding common or shared experiences of
education administrators with a phenomenon (Creswell, 2013). Analyzing participant
perspectives through a realistic and concrete experience remained the rationale for using
interviews in gathering qualitative data (Creswell & Plano Clark, 2007).
Qualitative research is inductive in nature, as the researcher focuses on observing and
generalizing patterns in efforts of inferring an explanation of a phenomenon (Levitt et al., 2017).
The roots of qualitative research reside in an interpretive approach to social reality and in the
descriptions of human lived experiences (Mohajan, 2018; Atkinson et al., 2001) with the ultimate
purpose of describing and interpreting phenomena from the point of view of the individual or
population studied (Viswambharan & Priya, 2016). The process of qualitative research centers
around emerging questions and procedures, data collected in the participant’s setting, data
analysis including identifying particular or general themes, and overall, making meaning of the
data (Creswell & Creswell, 2018). To better understand principal leadership practices addressing
teacher retention in rural schools, a qualitative research design placed the investigator into the
activities and world of the phenomenon that is being studied.
The Role of the Researcher
Implementing a qualitative research design allowed the researcher to engage as the
primary instrument of inquiry (Patton, 2002). In phenomenological investigations, researchers
employ active structures, semi-structured, and unstructured interviews to collect narrative data
(Gubrium & Holstein, 2003; Kvale & Brinkmann, 2008; Moustakas, 1994; Rubin & Rubin,
2006; Seidman, 2006). The qualitative approach became the strategy by which the researcher
collected robust data to inform deeper understanding of each participant’s world and viewpoints.
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The researcher is a Primary school principal in southeastern Minnesota and is
professionally familiar with some of the participants from being in the principal position for six
years. Prior to this position, the researcher taught kindergarten for twenty years in another
district. No conflict of interest exists as the researcher’s school and district did not participate in
the study. Bias may be present however, as the researcher’s current district lies within the
geographic area of the study. The researcher also had integrative experiences within the
geographic area of study and perceptions of experiences during past and current employment. To
ensure credibility to the study, the researcher set aside opinion and assumptions to alleviate bias
in both the collection and analyzing of the data. Re-evaluating participant responses to ensure
pre-existing assumptions kept at bay was critical (Pannucci & Wilkins, 2010). Constructing the
interviews and asking simple, general questions, while eliminating bias-prompting words was
essential for the researcher. Transparency was employed to avoid bias while recruiting
participants and analyzing data (Pannucci & Wilkins, 2019). An interview guide was provided to
interview and focus group participants sharing information about the purpose of the study and
provide an assurance that no individual participant was identified in any report of the findings
nor the school they are employed.
Ethical Considerations
Investigators experience complexities throughout all stages of qualitative study. Integrity
is of utmost importance in qualitative research. Qualitative research designs are potentially more
flexible than other types of research, requiring the inquirer to conduct research accurately and
fairly (Yin, 2016). The researcher assured participants of confidentiality and that personal
identities are not revealed throughout the analysis. Participants were fully aware of the purpose
and implications as contributors to the study. Participants could end their participation at any
69
time without penalty or judgement. All data will remain confidential and will be kept on an
external hard drive and stored safely in a locked space to ensure safety of information gathered.
Research Setting
The research setting included six school districts in an education district in southeastern
Minnesota. Seven rural school districts reside within this education district and six participated in
the study. All six school districts house elementary and secondary schools in which the research
study will take place. Grade spans differ among the six districts as well as student enrollment.
Grade levels range from preschool-grade 6. Table 1 identifies the grade levels served in the
district, enrollment, and free and reduced meal population. There is one administrator assigned to
each district building.
Table 1
Grades Served, Student Population, Free/Reduced Population
School District District 1 District 2 District 3 District 4 District 5 District 6
Grades Served PreK-12 PreK-12 PreK-12 PreK-12 PreK-12 PreK-12 Student Population
792 667 2234 1439 2116 1006
Free/Reduced % 26.9% 12.1% 21.1% 12.6% 15.4% 25.4%
A remote rural district is located more than 25 miles from an urbanized area and is more
than 10 miles from an urban cluster (National Center for Education Statistics, 2014). Urban
clusters represent areas containing at least 2,500 and less than 50,000 people (United States
Census Bureau, 2010). One district is a remote rural school district due to proximity to the
closest urbanized area. A distant rural district is more than 5 miles but less than or equal to 25
miles from an urbanized area as well as territory that is more than 2.5 miles but less than or equal
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to 10 miles from an urban cluster. Two school districts in the study are distant rural school
districts. Fringe rural school districts are located less than or equal to 5 miles from an urbanized
area as well as rural territory less than or equal to 2.5 miles from an urban cluster. Three districts
in the study identify as fringe districts.
Districts in the southeastern education district serve diverse populations. Table 2
illustrates the enrollment population regarding race and ethnicity of students in the districts.
While the dominant race and ethnicity of students in all districts is white, the Hispanic or Latino
population is noticeably present in the districts. School environment including school poverty
level, school size, and ethnic composition appear in teacher retention literature, thus the
importance of understanding school and student demographics (Hughes, 2012).
Table 2
Student Race/Ethnicity by student enrollment number
School District District 1 District 2 District 3 District 4 District 5 District 6
Hispanic or Latino
61 49 130 54 94 181
American Indian Or Alaskan Native
1 6 0 4 1 3
Asian 0 0 11 19 11 2 Black or African American
8 5 18 22 20 6
Native Hawaiian Or other Pacific Islander
0 0 0 1 0 1
White 711 594 2044 1311 1924 786 Two or more races 15 13 71 28 66 27
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Study Participants
The researcher invited elementary and secondary principals, from each district in the
geographic area of study to participate in the research study. The rationale for the selection was
that each principal leads a school located in a rural community in the identified area of study in
southeastern Minnesota.
Sampling Method
Qualitative study incorporates a smaller sample, purposefully selected by the researcher
to allow for deeper investigation into a phenomenon (Patton, 2015). Creswell and Creswell
(2018) contend when the sample size is larger, difficulty in gathering and analyzing data
increases. Providing depth to create a clear picture requires sample sizes of 10 or less for a
subjective, phenomenology study (Boyd, 2001). Purposeful sampling in this study was used in
recruiting a group of administrators knowledgeable of principal leadership practices that address
teacher retention in rural schools (Patton, 2015). The sample for this study consisted of eight
elementary and secondary school principals, with varying years of administrative experience,
working in a southeastern Minnesota education district. The researcher would have connected
with additional rural principals in neighboring counties should the original participant group
return an insufficient number of participants as recommended by Creswell & Creswell (2018).
Rationale for Selection
The rationale for selecting the sample of participants was that they are all licensed
administrators and currently work as elementary or secondary principals in rural school districts.
As the objective of the study was to gain insight on principal leadership practices in rural
72
schools, building principal dispositions may influence rural teacher retention and were essential
to the study (Holmes et al., 2019).
Recruitment Strategies
Once approval was obtained through the Institutional Review Board, the researcher
contacted the Superintendents of the six school districts to obtain permission to contact building
administrators. The researcher drafted a letter explaining the purpose of the study and the
contribution the study may make in the field of rural teacher retention research. Superintendents
were then asked to allow the researcher to contact individual principals to partake in the study.
Contact information was provided for potential questions that may have arisen. Six letters of
introduction were emailed to potential district superintendent participants. Upon response, the
researcher began planning to conduct one-on-one interviews virtually. The researcher was
hopeful for 57% response rate, representing four out of seven identified participants. All six
district superintendents approved the inquiry. Eight principal participants were then identified.
Data Collection
Data collection began after obtaining approval from the Winona State University
Institutional Review Board (IRB). The approval from the IRB included implementation of Code
of Ethics that establishes trust, integrity, and credibility as instituted by law (Creswell, 2009).
Data was collected through document review, focus group semi-structured interviews, and
individual interviews.
The investigator triangulated data collection methods using document review, and
individual and focus group interviews, which were recorded. Method triangulation data
collection uses multiple methods of data collection about the same phenomenon (Polit & Beck,
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2012). Method triangulation commonly employed in qualitative studies includes interviews,
observation, and field notes. This research study utilized individual interviews, focus groups, and
district document review data. The methods of data collection represented phenomenology
inquiry through one-on-one interviews and focus group interviews. Data triangulation using in-
depth interviews along with focus groups in qualitative inquiry resulted in a broader
understanding of the phenomenon of interest (Carter et al., 2014).
Document Review
Reviewing public district brochures including the Strategic Plan, Mission, and Vision of
the districts occurred to identify each district’s position on teacher investment. Creswell &
Creswell (2018) posit that documents enable the researcher to obtain the language and words of
participants that may influence understanding of phrases spoken language. Official papers also
provide written evidence that will not require additional time to transcribe. Record analysis is an
efficient and effective way of gathering data, as records are manageable, practical, accessible,
and reliable sources of data. Strategic plans are commonly established every three to five years.
The researcher reviewed the current strategic plans that were adopted by the supporting district’s
school board as well as the previous strategic plan the district supported. The researcher also
reviewed district websites, missions, visions, priorities, and Minnesota State Report Cards for
each participating district.
Interviews
Participant descriptions of lived experiences with the phenomenon reveal the structures
of the phenomenon under study. The interview protocol elicited responses from the participants
regarding rural teacher retention from the leaders’ perspective. Qualitative interviews tend to
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include study-specific sets of questions that are open-ended in nature. These allow the researcher
opportunities through which interviewees can contribute individual perspectives with little or no
limitations (Chenail, 2011). Qualitative interviews allowed the researcher to ask unstructured
questions that enable participants to provide candid responses without feeling pressured (Yin,
2011).
One-to-One Semi-Structured Interviews
The researcher conducted one-to-one semi-structured interviews with principals to collect
data on how school leaders build teacher sustainable schools in rural districts. Obtaining
firsthand information of school leader perceptions while instilling high reliability and validity are
desirable components of one-to-one interviews (Moustakas, 1994). The researcher provided 45-
minute interviews with participants using open-ended questions and recorded each interviewee’s
responses. Interviews took place virtually.
Investigators benefit from the open framework semi-structured interviews provide to both
the participants and the researcher (Miles & Gilbert, 2005). It is critical for the researcher to
remember and adhere to the purpose of the interview and steer the conversation to the direction
desired (Miles & Gilbert, 2005). A predetermined interview protocol guided the exchange.
Responses that digress from the protocol may be appropriate in seeking additional pertinent
information, hence the decision to use a semi-structured strategy (Cohen & Crabtree, 2006).
Conversation among participants in semi-structured interviews unfolded in a conversational
manner offering participants the chance to explore issues they felt were important (Dunn, 2005).
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Focus Group Interview
Facilitating a focus group interview was an additional method of data collection to gather
collective feedback regarding principal leadership practices addressing teacher retention in rural
schools. The focus groups offered the opportunity for a small group of people to talk and share
about a particular topic established by the researcher. The facilitator kept the group on the topic
and was otherwise non-directive, allowing the group to explore the subject from as many angles
as necessary (Krueger, 1988; Morgan, 1997). Focus group participants answered purposefully
designed open-ended questions, which allowed for the expression of individual points of view in
the group setting. The researcher recorded and transcribed the individual one-on-one interviews
along with the focus group interviews regarding school leadership practices employed addressing
teacher recruitment and retention in rural schools.
Gathering historical information regarding teacher retention was critical to the study
(Creswell & Creswell, 2018). The researcher invited the three most tenured principals to engage
in a focus group. This allowed the researcher to examine rural teacher retention through the lens
of senior participants. Administrators in school leadership positions for more than 7 years may
add depth to the focus group through retention practices over extended time.
Triangulation
Data collection triangulation tests validity through the convergence of information
collected from different sources (Carter et al., 2014). Data was triangulated to increase its
reliability, credibility, and trustworthiness (Lincoln & Guba, 1985). Using document review,
individual interviews, and focus group interviews, credibility of the study was increased (Patton,
2002). Triangulation yields a more accurate and valid estimate of a result when each method of
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measurement converges on the same answer (Mark & Shotland 1987). Creswell (2013) asserts
that purposeful use of data adds validity to a study.
Data Analysis
The analysis of qualitative data often moves through five phases: (a) compiling the data,
(b) disassembling the data, (c) reassembling the data, (d) interpreting the data, and (e) concluding
of the data (Yin, 2016). Text and data obtained through the interviews was coded and analyzed
for themes. Reviewing interview transcripts, coding the data, labeling the data, identifying
themes, connecting themes and producing a narrative will occur through the data analysis
process (Creswell, 2002). The researcher took measures including bracketing to avoid bias while
completing the data analysis. Some researchers to mitigate the potential effects of
unacknowledged preconceptions related to the research (Tuffard & Newman, 2010) use
bracketing. To analyze the transcribed interviews and to capture themes, make meaning of the
data, and write the narrative, a data analysis software, NVivo, was employed.
Limitations and Delimitations
Creswell (2015) cites limitations and delimitations Creswell (2015) provide future
researchers perceptions of how research results may be used in additional study and therefore
need recognition. Limitations included the variables in which a researcher may not have as much
control over (Marshall & Rossman, 2011). Delimitations included the uncontrolled variables,
which contribute to the findings of the investigation (Marshall & Rossman, 2011).
The first limiting factor of this study was the honesty and openness of the participants.
This study presumed each participant answered and responded to interview questions with
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honesty and without fear of any breach of confidentiality. The second limiting factor was the
number of respondents.
The delimitations of this study were the boundaries set forth by the researcher. The study
included principal leadership practices that address teacher recruitment and retention in rural
schools. The following delimitations influenced the study.
1. The study sample was limited to principals who are willing to participate in the analysis
of leadership practices
2. The timeframe of the study
Summary
Rural principals’ lived experiences formed the basis of this area of inquiry involving rural
teacher recruitment and retention. This qualitative inquiry utilized a phenomenological approach
for attaining information from study participants. The methodology chapter detailed research
questions and design, ethical concerns, procedures and processes implemented in the study along
with describing the setting, sampling methods and participant selection. Data triangulation,
collection, and analysis were shared in addition to the limitations and delimitations. The results
of data analysis are presented in Chapter IV. Chapter V offers a discussion of findings,
conclusions, implications, and recommendations for future research.
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Chapter IV
FINDINGS
Introduction
The purpose of this research study was to explore principal leadership practices
addressing teacher recruitment and retention in rural schools. Chapter I addressed the context of
teacher recruitment and retention in a national, state, and local context. Chapter II reviewed the
historical and current literature related to teacher recruitment, retention, rural communities, rural
teacher dispositions, and principal dispositions. Chapter III addressed the research methodologies
used in the study. Chapter IV discusses the purpose of the study, research design, research
questions, participant demographics, data collection and analysis, research findings, and
summary.
Restatement of the Problem
Little is known about specific leadership practices principals employ to recruit and retain
teachers in rural school communities. While rural school districts in Minnesota face a shrinking
pool of applicants, a cadre of experienced teachers persist in the profession (MREA, 2017). A
critical need exists to identify principal leadership practices that address teacher recruitment and
retention in rural schools.
Review of the Research Design
This study explored principal leadership practices addressing teacher recruitment and
retention in rural schools. Six purposefully selected rural school districts served as research sites.
The researcher conducted eight individual interviews with four principals from the secondary
sector and four principals from the elementary sector. Additionally, the researcher conducted a
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focus group interview with three of the most senior principals within the six school districts.
District and school documents (e.g. employee demographics, websites, policies, and strategic
plans, missions and visions) were reviewed to gain a better understanding of characteristics
utilized in the selected districts and schools in recruiting and retaining rural teachers. All
interviews were recorded and transcribed through Zoom and field notes were taken throughout
individual and focus group interviews. Review of interview transcriptions and recordings
occurred to obtain sufficient data to answer the research questions of this study.
This study exploring principal leadership practices addressing teacher recruitment and
retention in rural schools was based on the following research questions:
1. How do principal leadership practices contribute to rural teacher retention?
2. What challenges do rural school administrators face in attracting teacher candidates?
3. How do principals build school cultures that make the teaching profession more
sustainable for rural teachers?
Participant Recruitment
A balanced pool of both elementary and secondary principals wanting to participate in
the study were recruited through district approval. District Superintendents received a letter of
invitation seeking permission for district principals to be contacted for individual interviews and
possible focus group interview. All six Superintendents granted permission for contact. Upon
receiving permission, the researcher contacted thirteen participants through email seeking
participation. Eight principals volunteered to set up one-to-one interviews through a virtual
format. Four elementary principals and four secondary principals scheduled times to meet. The
researcher informed all participants that participation was voluntary as shared in the interview
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protocol received by all participants. Virtual interviews were planned due to health and safety
practices associated with COVID-19.
Upon gathering work employment history of the participants, including years served as a
principal, three senior principals were identified upon completion of the one-to-one interviews.
At the conclusion of the one-to-one interviews, additional email contact with the three senior
principals occurred with invitations to participate in a focus group interview. Acceptance of
participation in the focus group interview occurred with the three focus group participants. The
focus group interview consisted of two female, elementary principals, and one male, secondary
principal. All three principals have ten or more years of school administration experience. A
virtual focus group interview was arranged due to safety and health practices.
Participant Descriptions
Participants interviewing one-to-one had at least two years of experience or more as a
principal in an elementary setting (K-6) or secondary setting (7-12). All participants served in the
role of educator prior to moving into a principal role. The researcher assigned each participant a
pseudonym. The principal participants’ selected names are: P1, P2, P3, P4, P5, P6, P7, and P8.
The pseudonym P is representative of the word participant.
Participant P1 is a White, male, secondary principal with 22 years of experience in
educational administration as an athletic director and now principal. He currently serves as
principal of a remote rural high school serving grades 7-12 and is in his sixth year in this
principal role. P1 was born and raised in the community in which he resides as a principal and
taught elementary classes as well as serving as an athletic director for sixteen years prior to
moving into the full-time high school principal position. Understanding the community and
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culture of the area is easy for P1 as he grew up and graduated in the rural town he lives and
works in as a principal.
Participant P2 is a White, male, secondary principal with 10 years of administrative
experience. He serves as principal of a fringe, rural high school serving grades 9-12. P2 is in his
sixth year at his current school and spent four years prior to his principal role as a secondary
principal in a rural community in northern Minnesota for four years. Before entering the
administrative field, P2 was a teacher and coach for 10 years in a southeastern Minnesota rural
community. After participating in a leadership program that included cohort members from his
current rural district, his family moved back to the southeastern area where he was hired on as
the secondary principal.
Participant P3 is a White, male, elementary principal with 2 years of administrative
experience. He serves as principal of a fringe, rural school housing grades 3-5. Before moving
into the principal role, P3 taught for eight years in the same district he works in as a principal.
Attending college in a rural town lead to applying for teaching jobs that were available in the
southeastern part of the state and he was able to get hired for his first position in his current
district. P3 has spent his entire professional career thus far in the same district.
Participant P4 is a White, male, secondary principal with 5 years of principal experience.
He currently serves as the principal of a distant, rural school housing grades 6-12 and all five
years of principal experience has been in this current position. Prior to his principalship, he
taught for nine years in the district that he is now a principal in. Having been a teacher leader in
the district it was a natural transition into the principal role after the nine years of classroom
teaching. All fourteen years of educational and leadership experiences have occurred in the same
remote rural district.
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Participant P5 is a White, female, elementary principal with 8 years of administrative
experience. She is in her second year serving as elementary principal of a distant, rural district
housing students in grades K-5. She spent 6 years as a principal in a distant, rural secondary
setting prior to moving to her current rural school setting in southeastern Minnesota. A colleague
from her previous rural distant district was hired as a new superintendent and encouraged her to
apply for the elementary position that was granted to her. She was willing to move to the current
areas as her teaching career began just miles down the road.
Participant P6 is a White, female, elementary principal with 10 years of principal
experience. She is in her sixth year serving as elementary principal in a K-4 fringe rural school.
Prior to her most current principal position, P6 began her principal career in northern Minnesota
spending four years as a rural principal. Attaining a principal position regardless of location was
always the ultimate leadership goal. After four years in northern Minnesota, a yearning to be
closer to family developed and P6 applied to southeastern districts. P6 was looking to join the
excellence in education occurring in this part of the state.
Participant P7 is a White female, elementary principal with 10 years of principal
experience. She is serving in her eighth year as principal of a fringe, elementary rural school
housing grades PreK-6. Prior to her current position, she spent two years as a principal in a rural
district in Illinois. After the two years spent in Illinois, P7 wanted to move back to the
southeastern Minnesota area as she is from this geographic location. All 10 years of her principal
experiences have been in rural settings.
Participant P8 is a White, male, elementary principal with 4 years of principal experience.
He serves as the principal of a fringe, rural elementary school working with grades K-2. Prior to
his principal position, he was an elementary teacher for 10 years. All of P8’s teaching and
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principalship experience has been in the school district that he himself attended and graduated
high school from. After graduating high school, P8 moved away for 10 years with the military.
Upon returning from his military experience, he obtained his teaching license and was hired in
the district he currently serves as principal.
In addition to individual, one-on-one semi-structured interviews, a focus group interview
transpired with three of the most senior principals. The focus group interview participants
included P2, P6, and P7. P2 is a male secondary principal; P6 and P7 are female elementary
principals. All three participants have at least 10 years of principal experience and all three
worked as a principal in another rural school before taking the current position.
Table 3
Participant Demographics
Participant Ethnicity Gender Grades Years of
Principal
Experience
P1 Caucasian Male 7-12 6
P2 Caucasian Male 9-12 10
P3 Caucasian Male 3-5 2
P4 Caucasian Male 6-12 5
P5 Caucasian Female K-5 8
P6 Caucasian Female K-4 10
P7 Caucasian Female K--4 10
P8 Caucasian Male K-2 4
Data Collection and Analysis
Data collection and analysis in phenomenological qualitative research requires attention
to the textual data collected (Creswell, 2015). The researcher identified as the primary instrument
for the collection of data and was fully immersed in the analysis phase (Creswell, 2013). It is
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critical for the researcher to identify and present any biases or interpretive errors during analysis.
Bracketing allowed for minimal error and places the focus on researcher findings with
eliminating error (Creswell, 2013).
The following section presents findings from data triangulated from one-to-one
interviews, focus group interview and document review. One-to-one interviews occurred through
a virtual, online format as well as the focus group interview. Additionally, findings from district
documents, including strategic plans, report connections to the study,
One-to-one Online Interviews
The one-to-one interviews included questions connected to the three research questions
that guided the study. Upon general introductions and collection of work history present in
questions one through three, questions four through eleven explored principal leadership
practices that contribute to rural teacher retention. Questions twelve through nineteen explored
challenges rural principals face recruiting and attracting teachers to rural schools and questions
twenty through twenty-seven addressed how principal leadership builds school cultures that
affect sustainable schools. The researcher recorded the one-to-one interviews and printed a
transcription of the interview from the recorded session.
Bracketing of responses allowed for a focused and deep inspection of responses to
determine fundamental meanings in representing the interview participant responses
transparently. A digital software program, NVivo assisted in identifying themes and relationships
among participant responses. Written transcriptions uploaded to the program assisted in
narrowing clusters and phrases into themes based on meaning connected to the experiences
inclusive of all study participants.
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Focus Group Interview
A focus group interview was conducted virtually upon completion of the one-to-one
interviews. The focus group included the three most senior principals with the greatest years of
experiences among the one-to-one participants and focused on the principal leadership practices
addressing teacher recruitment and retention in rural school. The focus group participants have
10 years of experience each and included P2, P6, and P7. Prior to the interview the researcher
reiterated that participation was voluntary and that they could stop participation at any time. The
focus group interview included sixteen questions. Questions 1 and 2 were introductory questions.
Questions three through six addressed research question one regarding leadership practice, seven
through eleven explored research question two including barriers and challenges in recruitment
and retention of teachers, and questions twelve through sixteen addressed research question three
focusing on school culture and sustainability.
Analysis of the focus group data included a recording of the interview along with
production of a written transcription. Transcription, bracketing, and clustering occurred by a
digital software program, NVivo, and researcher response inspection to identify themes and
relationships among seasoned participant responses. Written transcriptions uploaded to the
digital program assisted in narrowing clusters and phrases into themes based on meaning and
connection of experiences inclusive of all study participants.
Document Review
A final data collection method used in this qualitative research study included document
review. Document review and analysis systematically reviews and evaluates documents
including printed or electronic materials. In this process, data was examined and interpreted to
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find meaning, enhance understanding, and explore additional knowledge (Corbin & Strauss,
2008). Combined with other qualitative research data collection methods, document review adds
to the triangulation of data and assists in validating research results (Denzin, 1970). Current
district websites, district strategic plans, and Minnesota State Report Cards of the participating
districts identified additional data used in the study including school demographics, mission and
vision, values, priorities and school policy.
Analysis of Qualitative Data
Qualitative studies are evaluated on the level of trustworthiness of the work (Lincoln &
Guba, 1989). Qualitative research utilizes a number of methods to gather data regarding human
concerns and focus (Creswell, 2014). The analysis of qualitative data often moves through five
phases: (a) compiling the data, (b) disassembling the data, (c) reassembling the data, (d)
interpreting the data, and (e) concluding of the data (Yin, 2016).
The researcher used a data analysis software, NVivo, to analyze the recorded and
transcribed interviews, capture themes, make meaning of the data, and write the narrative. Text
obtained through the interviews was collected through written researcher notes, interview
transcriptions, and interview recordings. The researcher began dissembling the data through
reviewing the collected data and implementing first cycle coding. The researcher uploaded
written transcriptions of the interview and focus group interview into NVivo, a digital software
program, to assist in reassembling the data and identifying themes based on words, sentences,
and phrases. The researcher took measures including bracketing to avoid bias while completing
the data analysis.
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Analysis began following the first interview. Upon completion of each one-to-one
interview and focus group interview, the researcher made process notes that addressed initial
understandings and responses of the participants. Recordings of all interviews were reviewed and
transcribed. Upon review, themes and patterns emerged that assisted in organizing data. This
process occurred after each one-to-one interview. Notation and analyzation of consistent and
common patterns along with differing viewpoints occurred.
Trustworthiness
Lincoln and Guba (1985) introduced trustworthiness criteria in evaluating qualitative
research. Four elements in establishing trustworthiness include credibility, transferability,
dependability, and confirmability. Creswell (2009) stresses the importance of member checking
in ensuring the validity of research findings. Validity assists in determining whether findings are
accurate from participant’s viewpoints and that of the researcher. Hays and Singh (2012) state
qualitative researchers serve as the data collection instrument. Notably, researchers’
interpretations of reality are obtained through interviews. A trustworthy study is conducted
ethically with the findings “represented as closely as possible to the actual experiences of the
participants” (Padgett, 2008, p. 184). Utilizing multiple validity checks including triangulation
and member checking increased trust in the study.
Researchers use multiple sources of information and substantiate evidence from these
sources as a part of the triangulation of data (Creswell, 2013). The multiple sources of
information in this study were one-to-one interviews, a focus group interview, and document
review. Another form of triangulation involved the use of a wide range of informants and
participants (Shenton, 2004), which for this study referred to the multiple individual interviews
conducted. Interviewing eight participants in the study provided an opportunity to compare the
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data collected along with creating an in-depth picture of individual’s perceptions, while
providing the opportunity to analyze as an entire group.
Triangulation of data strengthens credibility and confirmation of qualitative research
(Patton, 2002). Interviews hosted by an online platform took place synchronously with the
participant and sought information regarding principal leadership practices in addressing teacher
recruitment and retention in rural schools. A focus group interview explored leadership practices
with participants who have been in a principal role for ten years or more. This provided an in-
depth view into leadership practices over time. Additionally, document review of the district’s
most recent strategic plans, state report card data, and district websites offered insight into
district processes, procedures, and offerings.
Creswell (2013) holds that the goal of qualitative inquiry is not generalizability, but
rather transferability, as research findings may apply to additional situations. Four elements
accompany transferability of qualitative research findings: 1) providing rich and thick data, 2)
focusing the study on particular phenomena, 3) conducting data collection activities at multiple
sites, and 4) using a systematic approach to analysis of the data (Lincoln & Guba, 1985).
Purposeful sampling established interpretations for the researcher in this study. Dependability
relates to the reliability of the study and elimination of bias through the role of the researcher.
Methods reflect and ensure consistency and dependability. As mentioned above,
triangulation was used in this study. It consisted of the analysis and interpretation of one-to-one-
interviews, focus group interview, and document review across respondents and respective rural
school districts.
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Coding
A descriptive coding approach to code the textual data as words, sentences, or short
phrases that captured participant response aided the study. Descriptive coding essentially
includes low inference coding which assists in summarizing segments and provides the
grounding for additional higher order coding (Elliot, 2018). The researcher began with a creation
of field notes after each one-to-one interview and focus group interview identifying similar
phrases and sentences. Upon completion of each one-to-one interview, the Zoom recording was
transcribed allowing the researcher both an auditory recording and written document for each
interview including the focus group interview ensuring accuracy of the statements while
remaining true to the intended meaning. The researcher documented and highlighted first level
coding phrases and sentences while confirming repetitive words.
The researcher uploaded the nine total Zoom transcriptions into NVivo, a digital software
program that assists in coding data. Upon further review of the written transcription in NVivo,
the researcher began identifying theme nodes. The researcher identified common words,
sentences, and phrases pursuant to the participant responses in the transcriptions and then
assigned theme nodes. Once the identification of the themed nodes was completed, the
researcher cross checked the themed nodes with the collected field notes and transcriptions. The
researcher was then able to combine and identify the main themes that connected participant
responses and began organizing and classifying the main ideas and themes as they related to the
research questions. Documents reviewed were summarized by the researcher and applied to the
findings.
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Results
Analysis of the data create the basis of the study findings. Data included recordings and
transcriptions from one-on-one interviews and the focus group interview. Secondary and
elementary principals participated in sharing perceptions of the leadership skills that address
teacher recruitment and retention in rural schools. Three themes emerged upon data analysis
completion.
Emergent Theme 1: Influence of Structured Mentoring on Teacher Retention
Ideal mentoring relationships require mutual collaboration and growth and principals and
other administrators play an important role in effective induction and mentoring programs
(Educational Policy Innovation Center, 2019). Questions four through eleven asked in the one-
to-one interviews explored research-based practices and instructional practices that support
teacher retention in relation to research question one: How do principal leadership practices
contribute to rural teacher retention? Lack of support in the professional environment is an area
often discussed when referring to teachers leaving the classroom (Schaefer et al., 2012).
Respondents confirmed that support in many forms influences recruitment and retention of
teachers in rural schools. Questions three through six in the focus group interview also related to
research question one. All eight interview participants indicated that leadership support and
teacher mentorship is critical in recruiting and retaining rural teachers. Respondents shared the
following when asked about specific research-based practices used to help retain teachers
including on-boarding strategies used.
Mentoring support throughout the first year and beyond is common in rural districts. Two
respondents indicated the importance not just for first-year teachers, but all staff require
mentoring. P6 shares that all staff participate in a Professional Growth Academy that is
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encompassing of all teachers and P5 notes the importance of beyond the first year of teaching
also requires support.
P6 It’s called the Professional Growth Academy now, so it encompasses not just
new teachers, but all teachers because we have tenure teachers who want to join
the learning.
P5: I definitely think the mentor and mentee program, not just for that first year
but providing that throughout and also professional development. We need to
build relationships that we are all collaborators together.
More common are orientation days that onboard new staff and begin the school year with
introducing new staff to the processes and policies in the district and schools. Time with building
principals is often planned as well as meeting with mentors.
P7 We have the new teacher orientation day where they come in and we pair them
with their mentor.
P2 We really try to roll out the red carpet for people and make them feel special.
Usually we are on site for a tour and all that stuff. The New Teacher Academy is
what we call it here. Three days in early August. We grill for them and we do a
bus tour of the community.
P3 On day two of our new teacher onboarding program principals have meetings
with those new teachers that are going to be in their building. At that time, I go
over things like just the ins and outs to try to make them feel comfortable. I also
do just a kind of get to know them on a personal level so that they know that I’m a
person and not just a boss.
P4 I think the biggest think is being a mentor and being a mentor for that teacher
and understanding that it’s a growing process. Being present for that educator, no
matter what, what they have for questions and making sure that you are
supportive of what they are doing and that you are available for questions they
may have.
Support in the school setting takes many forms. Organized mentorship programs provide
collegial support by matching new teachers with veteran teachers. This creates a professional
friendship that shares the day-to-day experiences with another as well as aligning professional
expectations. Guidance through planned meetings allows for purposeful growth and support.
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Identified principal support takes form in being visible, being available, and through regular
conversations.
Focus group participants included P2, P6, and P7. When asked about specific leadership
practices that have been implemented individually regarding recruitment and retention of
teachers in rural schools, all three focus group participants noted that building relationships with
staff is an essential leadership practice that influences recruitment and retention.
P6 A strong vision and clear communication. Relationships and a strong culture
of teamwork all contribute to retention and attraction of teachers.
P2 Strong relationships first. Vision and communication. Support and
accountability.
P7 That relationship piece is huge.
Emergent Theme 2: Aligning Leadership with Rural Contextual Changes
Rural schools fall under various defined rural indicators including distant, remote, and
fringe. Regardless of the distance between the rural school and urban community, geographic
location impacts recruitment and retention as rural communities encompass a particular lifestyle.
Questions twelve through nineteen posed in the one-to-one interviews center around the rural
community and recruitment to the less populated communities. Questions seven through eleven
in the focus group interview sought guidance on incentives and initiatives that rural communities
offer to prospective employees.
Recruitment efforts are similar among the studied districts. All six district websites offer
employment information through an online application format. Four secondary principals shared
that secondary positions focusing on specific licensure areas require additional recruitment
efforts as qualified licensed candidates are limited.
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P1 I think at the high school level, we’re at a little bit of a disadvantage. Because
we have departments, but we don’t have grade level teams.
P3 I think teacher recruitment is hard. In general, right now I think that just
overall, the number of people going into higher education courses in education,
it’s dwindled.
P4 The biggest challenge is just the lack of a candidacy pool and then you look at
resources. For example, if I have a science position and I know two other schools
who have a science position and I have one applicant for that position, odds are
that person might be applying at the same districts. We may be limited in
resources to match other contracts. I can only think of one position in my five
years here which I’ve had five or more applicants.
Rural school principals seek opportunities to build relationships with community resources as
well as connecting with networking agencies as a means to increase recruiting efforts.
P4 What I have done in the last couple of years is I have made it a very focused
goal to establish relationships with the University student teaching advisors. They
are kind of the keepers of the pipeline per se so really building a relationship with
those people so when I have a need they may not be able to fill it but they may be
able to lead me in the right direction for personnel and resources. And that’s been
the most critical, critical component along with I think networking with area
principals and colleagues.
P7 We just post in the normal places that are like EdPost and we put on Facebook
and all the social media stuff. I will call universities and specifically ask for
people in their education department and ask to share my name with prospective
students.
P1 We put openings on our website. We’ve reached out to Facebook in drastic
measures. Sometimes we don’t like that as a goal, but if we’ve had one out there
for a while and we just aren’t getting any candidates and we are kind of
struggling, we might throw it on out Facebook page. We like to go and post to
some of those more professional places first, but certainly will not say no to some
of those other areas too.
P2 We use promo videos. I think EdPost is the place most teacher go to look for
openings. There are aren’t 50 applicants for any teaching job anymore. FACS we
might get one. Math we might get eight.
When asked what keeps teachers working in rural districts compared to those who leave rural
schools, lifestyle of the rural community play an influential part.
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P5 They like the feeling of family. They like the feeling of being a part of a
smaller community where they can contribute on multiple facets. If they
themselves went to a small school. It’s always about the right fit.
P8 Traditional familiarity of what they grew up with. We’re small enough where
we can get to know people on a personal level and give them that support on that
personal level.
P1 Their personalities are similar.
P4 The biggest common trait of rural teachers is their ability to form and maintain
relationships. They know their students. They know and they maintain those
relationships post-graduation and for those students who stay in the community,
they probably know their kids. They play an active role not only in the school, but
an active role in the community.
P6 A desire to raise their family in this community makes a difference. The fact
that they have family or friends nearby they found a community within our larger
community.
P7 One thing about a rural setting in any of the rural settings I’ve been in is a very
strong family feel both in the community and in the school.
Those who leave the rural community may chose or need to do so for personal benefit or family
needs.
P3 Often times it could be a spouse taking another job in another area, maybe a
more populated area. That’s been my experience with a number of people who
have left is that there are following a spouse to a new opportunity.
P6 Often it is a spouse or a partner with a different job opportunity. They are
leaving by choice. Some are looking for a bigger city experience.
P5 They don’t like how tight knit it is. I had a teacher who ended up going to a
bigger district because she didn’t like that everybody was helping and knowing
what was going on and she did not like that.
P1 Candidates that come from bigger schools, they don’t like people to know their
business. When we have staff members in a small town, everybody knows what
everybody’s doing. It goes back to how you were raised and what you’re used to.
Focus group interview participants share that proximity and incentives are key factors in
retention and recruitment of rural teachers.
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P7 They come seeking culture and environment more than the money.
P6 Childcare in rural Minnesota is hard to find. We did just start a program where
our staff do have the option of infant care through Community Education. It’s a
pilot program and so childcare is definitely an incentive that we’re working to
improve.
P6 I would say that our current proximity of our district (fringe) to a much bigger
metropolitan area benefits us greatly. Younger teachers new to the profession who
may be single looking for that ability to connect socially find that proximity is
really a benefit.
P2 It is important to be close to an employment juggernaut. It is vital.
P7 Proximity is important.
Emergent Theme 3: Leveraging Intentional Principal Support
Transparency and honesty with staff provide a sense of trust. Individual communication
styles affect culture by instilling a feeling of belonging and support. Inclusivity allows all to feel
a part of the collective work occurring though collaborative efforts. Questions twenty through
twenty-seven of the one-to-one interviews focused on research questions three of the research
study in relation to communication styles and school culture. Focus group questions twelve
through sixteen also focused on communication and culture.
P1 Our staff really feels a part of our system. I think our administrative team is
very good about making sure our staff is involved in a lot of the decision-making.
Especially now we’re learning with the whole COVID situation and what’s going
on. Teachers need a voice.
P8 At our school we share information, we provide critical feedback. I want to be
open and honest. I want to be absolutely transparent. Good, bad, the ugly. I let
people know. It’s definitely getting into the classrooms, watching teachers teach,
and then providing that critical feedback. I think the generally the biggest thing
they need is just support. They want to know that I’m on their side.
P1: I think communication is the key. First of all, it can help prevent a lot of
issues. But it can also solve issues. Our model is to collaborate and it’s a joint
decision and we are all professional enough where we respect each other’s
decision ad our staff is a big part of that. They’re a big, big part of that. So if we
need to reel back we will, it’s a balancing act.
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P3 I think being direct and responding to situations. If I hear that there’s a teacher
that’s struggling or feeling unsupported, then I meet with that person. I have the
direct conversation with them to see what’s happening and then provide supports
in whatever way is needed.
P4 Being present for that educator no matter what. What they have for questions
and making sure that you are supportive of what they’re doing and that you’re
available for the questions that they may have.
P6 My personal leadership is around service to others. Building trust and strong
relationships. People who feel cared about, people who feel connected, people
who feel like they belong, are going to want to stay in that space and stay in that
organization.
Relationships in a learning environment affect the mission, vision, and culture of the building.
Principal or leadership should ensure that a focus is placed on getting to know individual staff
and the contributions made to the organization.
P3 It’s very much relationship based for me. I’m very, very relationship focused
whether it is a kind email or a note in a teacher’s box letting them know I saw
what they did. For me, it really does, it really has to be about the relationships.
P2 It’s all about the relationships. It’s like we tell our teachers with their students
that the student and the teacher relationship underscore all the learning and
growth there. I would argue that the same thing holds true for the principal and
teacher relationship. It’s building support, it’s being visible with them, it’s rolling
up your sleeves with them yet, providing leadership.
P5 I definitely think if they feel welcomed and valued that’s the most important
part, and I know in small schools, I would do everything from take them to meet
friends their age, I would take them to look at homes. I think those are all things
that you factor in and then, including them as much as we can and having other
teachers keep checking on them.
P7 We do intentional one-to-one meetings with all of our teachers twice a year as
principals in our district.
P6 I think being direct and responding to situations. Have the direct conversation
to see what is happening and how I can support and then provide the supports in
whatever way is needed.
Focus group participants indicate that satisfaction in a position is influenced by culture and
relationships that have evolved through culture integration.
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P7 Just knowing things about each other and celebrating those good things with
each other and when things aren’t good, being able to support each other. It’s
taking the time to know each other and me modeling that and leading some of
those efforts and then thinking and encouraging the people who lead those efforts
at other times.
P6 Community is rooted in a shared belief. All means all and kids come first
always, no exception. I use an asset-focused development so talking about our
strengths, knowing our strengths, having a common language around our
strengths and it does foster belonging because each person is unique.
P2 Being intentional about spreading out your recognition and looking for ways to
highlight to the group the skills and successes of individuals. Education
oftentimes it can be thankless and so if there are ways to begin small.
Document Review Findings
To better understand district perspective regarding principal leadership practices in
addressing teacher recruitment and retention in rural school, the researcher reviewed current
district websites, principal websites, district strategic plans, and Minnesota State Report Cards of
the participating districts and identified additional data used in the study including school
demographics, missions and visions, values, and priorities. State Report Card information
gathered was used in charting and displaying student demographics and employee demographics.
Document Review School District 1
The mission of rural school District 1 includes providing challenging opportunities for
creating lifelong learning by providing a safe and caring learning environment. A complete
strategic plan was absent from the district website and was not found when searched online
through multiple attempts and measures. Priorities and values were absent, making the
document review process for this remote rural district challenging. A focus on teacher retention
and recruitment may not be a priority or focus area for this remote district. Adopting a strategic
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plan with current and future goals may attract potential candidates to this remote area as well as
updating the district website highlighting district priorities.
Document Review School District 2
Rural school District 2 shares both a mission and vision centered on the school
environment and community. Providing a safe and engaging environment in a caring school
community inspiring lifelong learning are essential components of the school district. There is an
additional focus on parent involvement and communication between home and school. A
“person-centered” environment in meeting all student needs is encompassing of the philosophy
for this distant rural district. District 2 includes the partnership between school and home thus
encouraging a stronger relationship among families residing in the community.
Document Review School District 3
Creating an atmosphere of excellence is part of the vison of fringe rural District 3.
Empowerment and inspiration to prosper in a global society along with a commitment to
excellence in all that occurs remains encompasses the vision. Additionally, there are four Aims
established for the district with targeted goals assigned to each Aim. Student Excellence, Staff
Excellence, Operational Excellence, and Community Excellence are the identified Aims. A
specific goal identified in the Operational Excellence Aim includes attracting, hiring, developing,
and retaining employees committed to excellence. District 3 reviews the mission of the district
every two years and performs a comprehensive review of the mission including beliefs and
values of the school community every five to seven years. An intentional focus on retention and
hiring places the employee as a critical factor in the success of the district.
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Document Review School District 4
The strategic plan of fringe rural District 4 includes a mission, vision, and three aims:
high student achievement, collaboration and communication, and effective and efficient
operations. The mission focusing on providing a safe environment that prepares students for
future experiences. The vision embodies togetherness in educating every student, every day.
Each aim in the plan includes goals and evidence sections for meeting the goals. Aim 2:
Collaboration and Communication includes a goal of allowing the mentoring program to serve as
the cornerstone for all new employees (certified and non-certified) and employees new to a
position. An additional goal in Aim 2 incudes ensuring the community are valued and informed
partners in the educational journey. Involving the community as partners places an importance
on the location in which the school resides.
Document Review School District 5
Educational excellence and lifelong learning compose the vision for fringe rural school
District 5. Developing full potential through engaged learning, educational excellence, and
improvement comprises the mission. Three aims including high student achievement, a
welcoming environment, and effective operations are illustrated with focused goals. Part of the
district’s strategic plan include core values, big questions, and bold steps. Values include
integrity, relationships, and responsibility. Big questions assist in planning for potential
solutions. Finally, bold steps exist to support moving forward with actionable steps in answering
the big questions. While the strategic plan was not visible on the district website, it was
embedded under the school board tab. Moving the strategic plan to a self-identified tab on the
main page of the website may allow for simpler identification processes for prospective
employees.
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Document Review School District 6
Rural school District 6 promotes a vision and mission, core values, aims and goals as part
of the strategic plan. Developing lifelong learners through inspiration, opportunities, and
preparation in a safe, caring, and respectful environment represents the vision and mission, one
of the Aims of the distant rural district is to create a strong work force with a goal of retaining
and attracting highly qualified employees who contribute to the excellence of the district. This is
the second district that has a goal related to retaining and recruiting employees. Placing a focus
on hiring and retaining highly qualified employees may directly influence consistency of staff
and assist with student success.
Document Review Principal Websites
All eight interview participants had a welcome letter that was accessible on respective
school websites. The welcome letters from participants included a variety of formats. Five of the
eight participants highlighted the value of establishing strong relationships with the school and
community. Relationships are the beginning of creating partnerships. Four the participants
provided personal information regarding educational experience and information about family.
Additionally, two of the eight participants shared school mission, vision, beliefs, and values.
Two participants referred to the importance of building community partnerships and the
importance of connecting school and home. One participant provided information regarding class
size, staff population, student population, and additional school supports available for students.
This eludes to creating a visual of the school community and assisting prospective applicants.
Including mission, vision, values, and beliefs in a welcome letter provides a glimpse into
the leader of the building as well as what is promoted and supported. This also may create a
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sense of leadership quality that in the principal. Sharing personal information allows prospective
applicants the opportunity to make personal connections to the principal and creates a sense of
relationship building. Building community relationships or placing a focus on this informs the
applicant that the community is an essential component in the community and a partnership
between school and community is a priority.
Document Review Summary
In final review of all documents, two of the studied rural districts places an emphasis on
retaining and attracting highly qualified employees. Attention to efforts in retaining staff or
recruiting staff to the rural district is absent in the majority of the district documents. All six
districts place an emphasis through a mission, vision, or plan that includes instilling a passion
around lifelong learning. The plans place a heavy focus on student need. Four districts out of the
six lacked an identified focus on staff recruitment and retention. A connection to the residential
and commercial community was absent in all districts. There was commonality of goals that
included the school to home partnership as well as student success.
Having a principal welcome letter visible and accessible to prospective applicants and
community members is highly recommended. Sharing a mission, vision, values, or beliefs is a
start to building relationships and allows the reader to gain insight into the leadership capacity,
focus, and direction in the school environment. Providing demographic information creates a
clear visual of the make-up of the school and this information may influence prospective
applicants.
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Summary
Findings of the study developed through data collected though the one-to-one interviews,
focus group interview, and document review. The researcher identified three emergent themes:
(a) Influence of Structured Mentoring on Teacher Retention, (b) Aligning Leadership with Rural
Contextual Changes, and (c) Leveraging Intentional Principal Support. Chapter IV contained
research study findings. Chapter V discusses findings, conclusions, implications for practice, and
recommendations for research.
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CHAPTER V
DISCUSSION, CONCLUSIONS, IMPLICATIONS, AND
RECOMMENDATIONS
Introduction
The purpose of this phenomenological study is to explore principal leadership practices in
addressing teacher recruitment and retention in rural schools. Chapter V identifies key findings,
conclusions related to the research questions, discusses implications, and offers
recommendations for future research and practice.
Implications and Discussion
The findings from this research project and the literature suggest leadership influences
teacher recruitment and retention. School administrators must be appropriately educated to
ensure they are practicing effective leadership strategies (Fiore, 2009).
It is noted that the rural community is critical to the recruitment and retention of teachers.
What the community offers and where the community is located are essential components
affecting the decision to take a position and even live in the community. There were efforts
examined by principals to acclimate new staff to the area with planned tours. Teachers living or
choosing to move into the community become a part of that community. School leaders are
cognizant in understanding that the school is an essential place of employment for the
community and produces revenue.
Community councils or city councils are encouraged to seek additional partnerships with
the school community recognizing and celebrating new members that may be moving into the
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rural community. Promoting opportunities for new community members to participate in
citywide events or even interviewing new staff for articles in the local newspaper help the
teacher feel welcomed to the community. Being that rural communities have smaller populations
of residents, most citizens in the community know of each other. Creating a good “first
impression” for the new resident sets a positive tone from the start. Hosting a welcoming event
for new residents annually allows new community members to connect with veteran community
members. When teacher choose to leave a school for a different position or opportunity, they are
not only leaving the school, they are leaving the community. It is in the community’s best
interest to appreciate the choice of those who move into the community.
Enhancing mentorship programs or extending mentorship programs beyond the first years
of teaching allows a focus to remain on professional growth for all teachers. It also provides a
support system in which additional support and guidance is offered to create a culture of
excellence. Principals are instructional leaders. There is a growing recognition of the importance
of working with teachers, serving as a mentor and coach. Providing relevant feedback through
guided and regular support is essential regardless of the experience or tenure of the teacher.
Lastly, school leaders should be knowledgeable and mindful of the rapport created and
shared within the organization, as relationships appear to be influential in multiple aspects
including satisfaction with teaching and work requirements (i.e., teacher load), satisfaction with
facilities and services, and the rapport among other teachers. This includes relationships
extending beyond the principal to teacher relationship. Teacher to teacher relationships create a
better understanding the individuality of all staff, acknowledge the uniqueness of individuals,
and creates an inclusive culture.
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Findings in the study produced themes regarding principal leadership practices in
addressing teacher recruitment and retention in rural schools. Three themes emerged from the
study: (a) Influence of Structured Mentoring on Teacher Retention, (b) Aligning Leadership with
Rural Contextual Changes, and (c) Leveraging Intentional Principal Support. The setting for the
study was an educational district cooperative in southeastern Minnesota that includes seven
member districts. Six districts participated in the study including four elementary principal
participants and four secondary principal participants. Two demographic indicators were
noticeable. First, the number of years the participants have been in principal roles ranged from
two years to twenty-two years, which is indicative of the variety of principal experiences
participants incurred. Second, only one district is identified as a remote rural school, which
indicates being located furthest away from an urbanized area compared to closer fringe rural
districts.
Participants in both the one-to-one interviews and the focus group interview shared
critical responses that contributed to the study and findings. Through the analysis of the
interview responses, emergent themes were identified. Document review of the district’s
websites, strategic plans, missions and visions, values, priorities, and Minnesota State Report
cards displayed data that contributed to the credibility of the study through triangulation.
Theoretical Connections
Holtom’s Theory of Job Embeddedness (2001) identifies three dimensions that envelop
the “theory of staying”. These dimensions include “links, fit, and sacrifice” (Mitchell et al.,
2001; Ramseth & Gelfand, 2010). Findings related to the position of principal leadership
practices addressing teacher recruitment and retention in rural schools support all three tenants of
Holtom’s theory. P6 shared that “people stay where they are engaged and happy” and further
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added that “people who feel cared about, people who feel connected, people who feel like they
belong, are going to want to stay in that space and stay in that organization”. The fit of an
organization creates happy and engaged employees. Having shared values and goals is felt
among staff and the community as P1 shared that how teachers, themselves were raised
contributes to wanting to stay in rural schools.
Links relate directly to the connections and relationships created between the employee
and the organization. Seven of the eight interview participants recognized that mentoring is
essential in supporting teachers. Of these seven participants, all seven offer organized mentorship
programs that assist in building supportive relationships with others already in the organization.
P3 noted that a rural setting is a place to build close relationships with others including students.
All eight interview participants referenced the importance of relationships among themselves and
the staff they work with.
Leaving an organization often includes breaking bonds with others, uprooting family, or
changing of a personal child’s schooling and relates to sacrifice. Six interview participants
acknowledged that leaving of the district often connects to family reasons. P3 noted that when a
teacher leaves a rural district it is often due to following a spouse to a new opportunity. P1
shared financial reasons may affect the decision to leave a rural district, as smaller districts are
not always able to compete with larger districts. All eight interview participants noted that
particular external circumstances that influence the decision to leave.
Balfour’s Theory of Rurality (2008) classifies six habits that assist in defining rural sense
of place: connectedness, development of identity culture, interdependence with the land,
spirituality, ideology and politics, and activism and engagement. Development of identity
culture, activism and engagement, and connectedness are relevant in this study. There is distinct
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connection to understanding the rural community and a willingness to stay in the community.
The remaining indicators of the theory were not evidenced.
Focus group participants assert that a connection to the area is needed. Although districts
utilize recruitment strategies including social media outlets and educational job posting sites,
applicants have to be comfortable working and living in a rural community. Offering incentives
attracts candidates to rural schools. Affordable housing, rental opportunities, housing stipends
are strategies that should be explored and employed. Altering salary schedules to increase
beginning pay also may lure candidates to the area. P6 shared that they now offer infant
childcare for staff as finding rural childcare can be difficult and challenging. Focus group
participants also shared that fringe rural districts may not experience the challenges that remote
districts do and being innovative in incentives is necessary.
Burns introduced the concept of transformational leadership in 1978. Transformational
leaders raise the level of human conduct and ethical considerations of an organization. Four
components of transformational leadership include Idealized Influence, or Charismatic
Leadership, Inspirational Motivation, Intellectual Stimulation, and Individualized Consideration.
Lucas and Valentine (2002) revealed a strong predictive relationship between principal
transformational leadership qualities and the effectiveness of shaping school culture. Evidence of
the importance of relationships as related to school culture was revealed in each participant. The
ability to motivate others through influence, support, and communication is critical. Intentional
support through leadership practices and strengthens relationships in the organization.
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Conclusions
Findings of the study identified answers to the research questions. One-to-one interview
responses, focus group responses, and document review assisted in defined conclusions
presented in this section.
1. How do principal leadership practices contribute to rural teacher retention?
Interview responses demonstrated that principal leadership support is a critical and most
important element in teacher recruitment and retention. Building positive relationships with all
staff is necessary to recruit and retain rural teachers and directly relates to job satisfaction. P2
asserts that the effect size of principal leadership affecting teachers’ decisions to stay in rural
schools is “huge”. P2 also shares that people are not going to do great work unless their basic
needs are met according to Maslow’s Hierarchy from the leader of the building.
Establishing a safe environment for growth and development is essential in principal
leadership. Respondents indicated that checking in with staff informally and formally provides a
sense of trust. P8 shared that regular informal classroom visits and being visible in the hallways
for staff and students show support. P7 shared in the focus group interview that being out of the
office, walking through classrooms, and being able to talk one-to-one with teachers throughout
the day is a best use of time. P3 noted that people want to feel valued and trusted. P4 shared
giving feedback and giving ample feedback and timely feedback to teachers as well as “being
supportive and making sure they have a voice”. Conducting regular surveys or meeting one-to-
one with teachers at different times throughout the school year are methods utilized to gauge
teacher satisfaction and collect feedback.
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Focus group respondents noted that providing feedback is an essential leadership
practice that influences relationships. Focus group participant P6 indicated that the instructional
feedback loop is part of the building practice in which the principal is providing teachers with
feedback about their instruction and is highly effective, highly regarded, and could be a reason
that people stay. All three focus group interview participants agreed that hiring natural leaders or
candidates with leadership qualities builds collective leadership opportunities.
2. What challenges do rural school administrators face in attracting teacher candidates?
Location of the rural school influences recruitment and retention of teachers as the
location of the district affects resources, including financial challenges and benefits, and the
principal is a key factor in leading recruitment and retention efforts. Rural school principals
benefit from knowing the offerings of the rural community and resources available when
recruiting potential applicants. Not being able to compete with larger suburban districts in the
fields of salary and benefits may limit the amount of applicants applying for open positions.
Competing with larger districts is something that four of the one-to-one interview participants
encounter when positions become available in their district. P1, principal of a remote school
shared that location is difficult for younger teachers as social opportunities are limited. P4 shared
not having quick access to shopping centers and stores is a deterrent of potential teaching
candidates.
The lifestyle of a rural community varies greatly from urban communities. Six of the one-
to-one interview respondents commented that moving into a rural community requires a “want”
of being in a rural community. P3 asserts that unless you are from “Rural America”, it is hard to
come back to “Rural America”. The further the rural district is from a larger city, the increased
difficulty of recruiting teachers to the district. P5 adds that geographic location and not being
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close to a big city influences recruitment. Principals in rural communities benefit from
understanding the social and community offerings available and promoting these offerings to
potential applicants may influence recruitment and retention efforts.
If the community provides the lifestyle activities of the teacher or applicant, the location
becomes more attractive. Less populated rural communities are often more defined as
agricultural with landscapes that are more open. Understanding the slower pace lifestyle is
essential. P8 noted that fringe rural districts are often situated closer to urbanized centers
lessening the stress of recruitment efforts.
While applicant pools in general have decreased, specialized licensure areas are difficult
to hire for in rural districts. Two one-to-one interview participants acknowledged that hard-to-
staff positions including special education positions, math, and science, experience little to no
candidates. This becomes even more challenging if a rural school is hiring for a similar licensed
position as an urban community. Not being able to compete with the offerings of a larger district
often results in seeking variances to fill positions. Variances are time sensitive and are only
good for so many years. Districts need to continue to post for positions currently being taught by
an employee with a variance as seeking a qualified licensed candidate remains essential.
Having a visible district strategic plan, vision, and mission of the school and district,
assists in principal recruitment efforts. Creating a welcome website from the school principal
provides insight as to the beliefs and values that the principal utilizes in running the school
environment. It also is a first-step in building relationships, as the principal is able to share
personal information in regards to educational experiences.
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3. How do principals build school cultures that make the teaching profession more
sustainable for rural teachers?
School principals benefit from providing regular, clear, and transparent communication.
Multiple factors contribute to building sustainable school cultures. All interview participants
acknowledged that regular, clear, and transparent communication is needed in supporting the
school culture. Weekly updates in the form of newsletter or emails allows all staff the
opportunity to stay informed. Being direct and concise in communication builds authenticity in
the messages conveyed. P7 and P3 both explain the “why” in communications being shared as
this helps provide clarity in the messages shared. P5 sends a morning email every day to staff
with daily updates.
Creating and operating under shared and collective beliefs builds a strong sense of
community in organizations and school principals assist in building and carrying out the goals,
missions, and visions of the school and district. P6 has three belief statements that encapsulate
the school environment: all means all, kids come first, and we are better together. These phrases
drive the mission and vision of the school and create a strong sense of community in the
building. P6 also promotes and leads an asset-based culture in which all staff are familiar with
individual strengths according to Clifton Strengthfinder. Strengths of individuals are taught and
appreciated by all staff to create a cohesive and productive learning environment. P5 encourages
an “everyone chips in” approach to building leadership. P2 and P4 promote a student-centered
focus to the operations of the buildings.
All interview respondents acknowledged principal’s benefit from recognizing staff
achievements and accomplishments as this adds to the feel and culture of the building. Personal
notes, gratitude notes, staff shout-outs at staff meetings, and planning special pick-me-ups
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throughout a school year all contribute to school culture. P2 shared that it is important to
understand what staff are comfortable with as far as recognition is concerned. Not all staff are
comfortable in being on the center stage. P3 likes to get to know staff personally and what they
need to feel appreciated.
Recommendations
The following recommendations are offered for related research in the field of principal
leadership practices in addressing teacher recruitment and retention in rural schools. Rural
teacher perspectives on principal leadership practices that influence teacher retention, rural
teacher perspectives on factors affecting job embeddedness, and a study of rural school principal
leadership practices in highly effective schools are recommended.
Summary
This study offered a qualitative context of principal leadership practices addressing
recruitment and retention of teachers in rural districts, and was conducted in rural, southeastern
Minnesota through purposeful sampling with elementary and secondary principals. Findings of
the study revealed that the influence of structured mentorship, aligning leadership with rural
contextual changes, and intentional principal support contribute to teacher recruitment and
retention. In summary, it is noteworthy to consider the important role the principal brings to the
education profession and the efforts needed to recruit and retain teachers in rural communities.
113
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APPENDICES
152
APPENDIX A
Informational Letter to District Superintendents
December 23rd, 2020
Dear Superintendent:
As I am sure you are aware, rural school districts across the country are experiencing difficulties
in recruiting and retaining quality teachers. Rural school districts and district leaders need to
better understand what they can do to recruit and retain teachers to positively impact student
achievement. I am currently conducting a dissertation study to explore factors influencing
teachers’ decision to choose to work and remain in rural school districts. I would like to invite
your principals to participate in my study as your district is rural and lies within the region of
study. I will be conducting six, one-to-one interviews as well as one focus group interview with
three senior principals. Interviews will take approximately 45-60 minutes of time and will be
conducted virtually while adhering to participant privacy. Conclusions of the study may be
utilized to improve and enhance policies and programs regarding teacher recruitment and
retention in rural districts.
Your district’s name, nor names of participants will not be identified in the report of the
responses, as responses will be reported in aggregated form only.
I truly appreciate your time and consideration in allowing your principals to participate in this
opportunity. Through data analysis, themes and common practices may be brought forward that
may make a difference in recruiting and retaining teachers in rural districts.
Please confirm your permission to contact your district principals through an email confirmation
or phone call. Any phone calls will be followed up with an additional confirmation email for
documentation purposes.
Sincerely,
Amanda Durnen Primary Investigator, Doctoral Candidate, Winona State University
Telephone: (507) 421-9178
Email: [email protected]
Email: [email protected]
Advisor: Dr. Barbara Holmes; Email: [email protected]
153
APPENDIX B
Letter of Invitation to Principals
Research Study Letter of Invitation
Dear Administrator:
My name is Amanda Durnen and I am a doctoral candidate in the Doctor of Education Program
at Winona State University. I would like to invite you to participate in a research study I am
conducting for my dissertation.
The purpose of this study is to explore principal leadership practices addressing teacher
recruitment and retention in rural schools I invite you to participate because you are currently
serving as an active principal in a rural school setting.
Your participation will involve an individual interview via Zoom and a focus group session with
senior principal participants via Zoom.
Participation is voluntary and you may withdraw from the study at any time without
consequences. You may answer as little or as many questions as you desire. Your original
consent form will be placed under lock and key, separate from your documented responses to
protect anonymity. Feedback and responses will remain confidential to the fullest extent
permitted by law.
Thank you for your willingness to participate in this research study. If you have any questions or
concerns, please feel free to email at [email protected] or call me at (507) 421-
9178. The faculty sponsor of this study is Dr. Barbara D. Holmes. Email [email protected].
Respectfully yours,
Amanda Durnen
Doctoral Candidate
Winona State University
154
APPENDIX C
Letter of Informed Consent
Principal Leadership Practices in Addressing Teacher Recruitment and Retention in Rural
Schools
What is this research study about? You are invited to participate in a research study designed to explore principal leadership practice in addressing teacher recruitment and retention in rural schools. We hope to learn leadership practices that affect a teachers’ decision to work in a rural school setting.
What activities will this study involve? If you decide to participate, you will be asked to participate in an individual interview, and a focus group interview. The online individual interview will last approximately 45 minutes. The online focus group will be scheduled for 60 minutes.
How much time will this take?
The study will begin on December 21st, 2020 and end January 8th, 2021. Individual interviews will be scheduled via Zoom based upon participant’s availability. A focus group will be scheduled last beginning of January. We estimate participating in the study will require at most 2 hours of your time.
What will be done with the data collected during this study?
The only individuals that will have access to the data are the researcher, dissertation chair, and
advisory committee. The Family Educational Rights and Privacy Act (FERPA) requires
confidentiality of your information with this study and will be adhered to. Your identity will
remain protected and confidential and ethical standards will be adhered to. The signed consent
will become part of the research documents. You may request a copy of this consent at any time.
Each participant will be assigned a code to protect anonymity. When participants log on Zoom they will have the code listed as their identity and not their name. Participants will be asked to have their cameras off to further protect identity. The computer utilized for data collection is password protected and has anti-virus software.
All information collected will be stored in a locked cabinet in the researcher's home. When the study is completed, data will remain in a locked cabinet for five years and then professionally shredded.
Are there any risks for participating?
155
There are no appreciable risks from participating in this study on principal leadership practices addressing teacher recruitment and retention in rural schools. The only risk posed is Zoom having access and rights to the video recordings.
Are there any benefits for participating?
The benefits to the study is to add to the body of literature providing guidance to future educators.
What are my rights as a participant? Participation in this study is voluntary and you may stop at any time. You may decide not to participate or to discontinue participation at any time without penalty.
Who can I contact if I have questions or concerns about this study? The principal investigator and researcher conducting this study is Amanda Durnen, a student at Winona State University. Dr. Holmes is the faculty advisor for this study. Dr. Holmes may be reached at [email protected] or (507) 457-5651. You may ask any questions you have about the study and your participation now or later during the study.
Who can I contact if I have questions about my rights as a participant?
If you have questions or concerns about your participation in the study, contact the Human Protections Administrator Brett Ayers at 507-457-5519 or [email protected]. This project has been reviewed by the Winona State University Institutional Review Board for the protection of human subjects.
You will be given a copy of this form to keep for your records.
Agreement to Participate
Participation in this study is voluntary. You may withdraw at any time without any consequences. Your signature indicates that the study has been explained, you have had an opportunity to ask questions, and you have decided to participate.
Your signature: Date
Your name (printed):
Signature of person obtaining consent: Date
Name of person obtaining consent (printed):
156
APPENDIX D-1
One-to-One Interview Questions
1. Please tell me about yourself and current work position.
2. How many years have you been a principal (total)? How many years of experience in this
current school?
3. How did you come to work in the current school district?
4. Describe some research-based practices that support teacher retention?
5. What are some of the leadership practices used in your school to help retain teachers?
6. What on-boarding strategies do you implement for new teachers?
7. What leadership practices do you use to monitor teacher satisfaction?
8. What instructional leadership practices do you consider the most important in retaining
teachers?
9. How do you implement instructional leadership practices to retain rural teachers in your
school?
10. What do teachers tell you they need to be more satisfied in this school setting?
11. How does principal support affect teachers’ decisions to stay in the school?
12. How do you recruit teachers to the school district?
13. Do you work in partnership with other entities/agencies to recruit teachers?
14. What challenges do rural school districts face in recruiting teachers?
15. What are the characteristics of the rural school district that attract teachers?
16. What are the strategies in your teacher recruitment plan that you find most effective?
17. What do you believe teachers who stay in rural schools have in common?
18. What do you believe teachers who leave rural schools have in common?
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19. What are the most challenging aspects of teacher recruitment in a rural school district?
20. How would you characterize the culture of the school?
21. How do your teachers describe the culture of the school?
22. In what ways does principal leadership help new teachers adjust and acclimate to the
current school district and the community as a whole?
23. What is your long-term vision for getting teachers to stay?
24. What is sustainable school culture?
25. How do you describe your communication style as a principal?
26. How do you celebrate teacher accomplishment and achievement?
27. In addition to principal leadership, what else is needed to create a sustainable school
culture?
28. Is there anything else you would like to add?
Thank you for your participation in this study.
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APPENDIX D-2
Focus Group Interview Questions
1. Please tell me about yourself and current work position.
2. How many years have you been a principal (total)? How many years of experience in this
current school?
3. What principal leadership practices affect teacher retention in rural schools?
4. What principal leadership practices affect teacher recruitment in rural schools?
5. What specific leadership practices are most effective in retaining teachers in your school?
6. How is teacher leadership created and offered in your school?
7. What school district practices affect teacher recruitment in rural districts?
8. What school district practices affect teacher retention in rural districts?
9. What administrator challenges do you experience in recruiting and retaining teachers in a
rural district?
10. What incentives attract teachers to rural districts?
11. How does proximity and location of a school affect a teachers’ decision to stay in a
district
12. How does job satisfaction relate to a teachers’ decision to stay in a rural teaching
position?
13. How is a sense of community created within your school?
14. How does the surrounding community affect teacher recruitment and retention?
15. What is the most important factor that affects a teachers’ decision in deciding to stay in a
rural teaching position?
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16. What specific culture-building strategies do you feel assists teachers in feeling a sense of
belonging to a school?
17. Is there anything else you would like to add?
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CURRICULUM VITAE
Amanda K. Durnen
Principal || Byron Primary Schools || Byron Public Schools
RESEARCH INTERESTS
Rural teacher recruitment and retention, teacher development, and teacher mentorship.
EDUCATION
EdD Doctor of Education, Winona State University, 2021
EdS K-12 Administration, Winona State University, 2011
Master of Education Teaching and Learning, Saint Mary’s University, 2000
Bachelor of Arts, Gustavus Adolphus College, 1995
PROFESSIONAL EXPERIENCE
PRINCIPAL 2014-present
Byron Public Schools, Byron MN
• Professional administrator leading a PreK-2 elementary building with 500+ students.
• Engaged in teacher development and student development strategic initiatives.
ADJUNCT PROFESSOR 2019-present
Winona State University, Winona, MN
• Instructor of a graduate class in collaboration with Byron Public Schools spring semester.
• Facilitator of the Byron/WSU Internship program including continuous learning
opportunities.
KINDERGARTEN TEACHER 1995-2014
Winona Public Schools, Winona, MN
• Instructed kindergarten students through a STEM based approach to learning.
• Provided inclusive and personalized learning opportunities for all learners.
PUBLICATIONS
Holmes, B., Boulton, B., Boysen, B., Perry, C. L., Bailey, D., Durnen, A., Mollner, J., De La
Fosse, K., Sinning, M. W., Guillaume, N., Breuninger, R., Jones, S., Webber, S.. (2019).
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Doctoral student perspectives on motivation and persistence: Eye-opening insights into the
ideas and thoughts that today's doctoral students have about finishing the doctoral degree.
Education Doctorate Books. 1. https://openriver.winona.edu/educationeddbooks/1
Durnen (Rutkowski), A., Hansen, C., Maliszewski, B. (2000). Supporting all-day kindergarten.
Minnesota Educator, 2(11), 2.
PRESENTATIONS
Durnen, A. (2019, November 17-19). Internships for Success. [Conference session]. Minnesota
Rural Education Association Annual Conference, Brainerd, MN.
Durnen, A. (2003, May 2-3). P.E.A.K. Parents Educating All Kids. [Conference session].
Minnesota Kindergarten Association Conference, Winona, MN.