Why teachers stay—a mixed methods inquiry into teacher retention for mid-career public school teachers

Abstract

Teacher retention is a critical issue for our public schools. Inquiring why mid-career teachers stay in the profession and at their school can provide crucial insight for school leaders and administrators. This study employed an explanatory mixed methods design to investigate factors important to mid-career teachers when deciding to remain in the profession and at a specific site. The first stage of this study included a secondary analysis of the 2024 Teaching and Learning Conditions Colorado (TLCC) survey. The analysis centered on three questions regarding recommending a school as a good place to work, plans for the following school year, and what most impacted that decision. After the completion of the analysis, four research questions were identified to drive the qualitative stage of the study. The first two questions for the qualitative stage sought to identify reasons teachers stayed at a specific site and in the profession and to identify support for Mason and Matas's Four Capital Theory Model for teacher retention. The final two questions sought to understand the actions of school leaders and school staff, as these two factors were identified as the most important in the analysis of the TLCC data. One significant finding of the TLCC analysis was that recommending a school as a good place to work strongly indicated whether a teacher planned to return to the same school for the following year. Furthermore, school leadership and school staff were the most influential factors in teachers' decisions, regardless of whether they planned to return to the same school (stayers) or planned to continue teaching at a different school (movers). The thematic analysis of the qualitative data also led to some significant findings, which support those found in the first stage of the study. Evidence for 9 of the 13 themes within Mason and Matas's Four Capital Theoretical Model was found in support of the model. Evidence supporting the additional themes of love and altruism and their impacts on teacher retention was also present. Five actions of school leaders were identified as being important to mid-career teachers. They are: 1) being present and involved, 2) trusting teachers and earning trust in return, 3) aligning with teachers' values, 4) setting the tone for the school's climate and culture, and 5) providing support. Five actions of school staff were also identified as important when teachers consider recommending their schools as a good place to work. They are: 1) being friendly and welcoming, 2) sharing values, 3) providing support, 4) embracing a culture of exploration and collaboration, and 5) having strong teams. To increase teacher retention among mid-career teachers, we must rely on the leaders and staff within our schools. School leaders and school staff play vital roles in creating schools where teachers want to teach. Together, they hold the key to teacher satisfaction and career longevity. Positive work environments led by engaged leaders are essential for teachers when deciding to recommend their school as a good place to work and return to the same school for the following year.