Teachers want R.O.S.E.S Too!

Curious About Teacher Retention and Attrition?  Read this.

Written by Dr. Tenganyike Cook, Ed.D. with Contributions by Dayna Sanders, Ed.S,

In the past five decades, there has been a consistent decrease in the number of educators. Concerns about a looming shortage of qualified teachers willing to work in K-12 public schools have been raised by researchers since the mid-1970s (Reitman & Karge, 2019). The profession is experiencing a significant exodus of teachers, while fewer college students are opting for careers in education. A 2017 case study found that new teachers often abandon the field due to inadequate administrative support, challenges in managing personal and professional expectations, limited teaching resources, insufficient professional development opportunities, and difficulties in handling behavioral issues. The study also highlighted widespread teacher shortages across the United States, with nearly half of teachers actively considering leaving the profession (Barlow, 2021). Research by Dias-Lacy and Guirguis (2017) indicates a high attrition rate, with up to 50% of teachers leaving the teaching profession within the initial three to five years of their careers (p. 1).

Before the pandemic, the field of teaching presented significant challenges due to high turnover rates, particularly in schools with higher poverty levels and among new teachers (Rosenberg & Anderson, 2021). The emergence of Covid-19 further exacerbated concerns about teacher retention, as educators were suddenly required to adapt to unprecedented circumstances, employ new teaching methodologies such as synchronous and asynchronous instruction, and forge connections with students, families, and peers (Zamarro, Fuchsmand, & McGee, 2022). Post-pandemic, not only are novice teachers struggling to navigate their initial years in the profession, but experienced educators are also opting to leave.

Research indicates that content and fulfilled teachers exhibit greater well-being, demonstrate stronger commitment to their roles, and contribute to lower turnover rates and reduced demand for replacements (Futterer et al., 2023). While various factors contribute to the departure of teachers, my personal observations in the field of education have highlighted a key element that significantly impacts teacher retention: support. This crucial factor is multifaceted, and this article will delve into three specific layers that can either bolster or hinder teacher longevity.

Teachers' perceptions of long-term career success are significantly influenced by the support they receive early in their careers (Cells et al, 2023). The concept of support, as defined by the Cambridge English Dictionary, encompasses various dimensions: 1.) Providing agreement and encouragement to foster success; 2.) Offering emotional or practical assistance; and 3.) Supplying physical resources (Cambridge University Press, 2024). In the realm of education, the term "support" is multifaceted and necessitates clear elucidation to denote specific actions. Studies indicate that when teachers perceive a lack of support from their administration, they are more inclined to change schools or exit the teaching profession, compared to those who feel supported (Carver-Thomas and Darling-Hammond, 2017). Notably, school leadership plays a pivotal role in teachers' decisions to remain in the profession, with teacher-administrator support emerging as the primary factor influencing retention (Podolsky et al., 2016). While instructional assistance is commonly viewed as the cornerstone of teacher support, research demonstrates that teachers also require emotional, environmental, and instructional support for optimal performance (Barlow, 2021).

Emotional support corresponds to the second definition, which entails assisting someone in an emotional or practical manner. A study on teacher attrition in 2019 revealed that emotional support was identified as the most crucial type of support, followed by environmental support and instructional support (Harris et al., 2019). Emotional support signifies that teachers operate within reasonable expectations and within a trusting and supportive school environment.One notable disparity between principals and teachers is the perception regarding teachers' influence on decisions that impact them (Harris et al., 2019). The level of input teachers have in decisions directly affecting their performance significantly contributes to their job satisfaction (Podolsky et al., 2016). Emotional support validates teachers' significance, expertise, values, and inclusivity by seeking their input. Research indicates that school leaders demonstrating transformational leadership behaviors are more likely to involve teachers and stakeholders in decision-making processes (Kilag et al., 2023).

The second most critical form of support is environmental support, which entails administrators effectively managing student behavior and safety concerns (Harris et al., 2019). This support aligns with the Cambridge definition of empowering individuals for success. Environmental support encompasses all elements that influence and regulate the classroom environment to cultivate an optimal learning environment. Factors such as classroom management, layout, discipline, and teacher presence significantly influence the classroom atmosphere. Furthermore, environmental support extends to the broader work environment, influenced by school leadership, staff management, and interactions among all employees.

Organizational climate encompasses members' perceptions of the internal organization or workplace environment, influencing behavior and cooperation towards common goals (Putra et al., 2023). The classroom and school environments significantly shape teachers' daily work experiences, thereby affecting their attitudes and perceptions of their profession. It is crucial to recognize, acknowledge, and provide support for any concerns teachers may have regarding these environments. Effective leadership entails offering both individual and collective support to teachers when faced with instructional or behavioral challenges. Peer interactions and support from fellow educators are integral components of the school environment. A study from 2019 emphasized the importance of individual support from colleagues, district-wide institutional support, and assistance from family members in fostering relationships with colleagues and establishing a robust support system (Reitman & Karge, 2019).

The third crucial form of support is instructional support, which involves ensuring teachers have adequate resources, a voice in decisions that affect them, and access to quality professional development opportunities (Harris et al., 2019). In an ideal scenario, all schools would be highly rated, with students excelling and teachers achieving a level 5 rating. However, achieving these aspirations necessitates all teachers delivering high-quality instruction to all students, supported by strategic assistance along the way.

Instructional support focuses on enhancing teaching and learning through curriculum development, teacher support, and instructional strategies, thereby enhancing student efficacy and outcomes (Kilag & Sasan, 2023). This support is tailored to meet teachers' needs, address instructional gaps, and enhance teaching practices. Empowered school leaders play a crucial role in removing barriers that hinder teachers from innovating and implementing effective teaching strategies. When teachers feel supported by their leaders, they are more inclined to experiment with new methodologies, embrace innovation, and customize their instruction to meet students' diverse needs (Kilag et al., 2023).

Education is a dynamic profession that must constantly evolve to meet the needs of students and families it serves. It is evident that transformative support for teachers is imperative in education. Unfortunately, some schools and districts fall short by either offering a generalized coaching approach or lacking consistent tailored support for teachers. Instructional coaches and coordinators face challenges in implementing effective instructional leadership practices due to constraints in time and resources (Kilag & Sasan, 2023). District leaders must be diligent in ensuring teachers receive consistent support and are valued in their demanding roles. They should collect and analyze data to identify teachers' needs promptly and take decisive actions to address areas of concern. While principals can advocate at the school level, district leaders must develop policies and regulations that provide teachers with tangible resources to fulfill their job satisfaction needs.

We recommend the R.O.S.E.S. Method. Are you interested in obtaining a clear, concise and differentiated approach to coaching, supporting and retaining teachers? Schedule time to chat with us about our R.O.S.E.S method.

Elite Mahogany Group's R.O.S.E.S Method for Teacher Retention and Support

1. Relate

2. Observe

3. Share

4. Empower

5. Support

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