Abstract
This qualitative study, supported by descriptive quantitative data, examined the leadership practices that principals in urban high-needs schools use to influence teacher retention while leading their schools and navigating external conditions and educational policies. The study was grounded in Bronfenbrenner’s bioecological model of human development and reframed the traditional focus on family and social development to examine principal-teacher interactions within school environments. The study addressed the lack of clarity regarding how teacher retention is defined, measured, and interpreted, particularly in relation to principals’ efforts to recruit, develop, and support teachers under shifting conditions and accountability expectations. Descriptive quantitative data provided contextual and background information for participants, while qualitative focus group and interview data provide insight into principals’ reported leadership actions and decision-making. The research questions were aimed at understanding (a) leadership practices intended to support and retain teachers in urban high-needs schools, (b) practices related to support for novice and uncertified teachers, and (c) sensemaking for teachers within the broader educational policies and organizational conditions present in high-needs schools. The findings demonstrated that principals emphasize relationship-building, accessibility, instructional support, organizational responsiveness, and adaptability as critical leadership practices for influencing teacher retention. The findings contribute to the literature by explaining the “how” of leadership practices associated with teacher retention in high-needs schools and by offering an ecological framework for understanding how these practices operate similarly across complex educational environments.
Date of publication
8-4-2026
Document Type
Dissertation
Language
english
Persistent identifier
http://hdl.handle.net/10950/5143
Committee members
Forrest Kaiser
Degree
School Improvement
Recommended Citation
Zachary, Sharri, "Leveraging School Leadership to Strengthen Teacher Retention in Urban High-Needs Schools" (2026). Education Theses and Dissertations. Paper 51.
http://hdl.handle.net/10950/5143