| Summary: | The main purpose of this dissertation is to examine the influence that school leaders have on teacher retention. To achieve this, the researcher investigated the impact of school factors on teachers’ retention decisions, relative to other factors external to the school context; and examined whether the influence that school leaders have on retention is dependent on factors such as the school context and individual teacher characteristics. The research was conducted using the case study approach, in which one independent school in London was investigated. Research methods employed include a qualitative survey, semi-structured interviews with eight members of staff in different positions within the school, and a documentary study.
The results show that school leaders have the most significant impact on teachers’ working conditions, and how satisfied teachers are with their working context was the biggest factor affecting teacher retention decisions. The results also suggest that the level of influence that school leaders have on teacher retention is dependent on the school context and the teacher’s individual characteristics, circumstances and intrinsic values. In the school investigated, the school leaders’ influence on teacher retention seemed understated.
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