Using the Instructional Leadership Framework to Address the Teacher Retention Crisis in Rural Schools



Journal Title

Journal ISSN

Volume Title



The Great Teacher Resignation, as it has come to be called, is more than just a talking point for state and district-level administrators. Addressing the teacher turnover crisis in rural environments is especially challenging given that rural schools have historically struggled to fill teacher vacancies. The role of the principal is not only to fill these vacancies but to serve as the school’s instructional leader responsible for supervising teaching and learning. The principal’s position as the instructional leader requires that the principal provide and guide the curriculum, monitor student progress, share strategies with teachers, analyze and share data, and create opportunities for teachers to grow professionally. These instructional leadership practices of principals should elicit the growth of both teachers and the students they teach. In this deliverable, an empirical investigation that used a mixed-methods approach aimed to understand the relationship between the instructional leadership actions of principals and teacher retention. The quantitative phase of this study revealed a limited relationship between the instructional leadership practices of principals and teacher turnover rates in their rural schools. The qualitative phase affirmed the findings from the quantitative phase but did identify three themes that may cause the reduction of teacher turnover rates in rural schools. A case study of a fictional rural school principal and her decision to increase instructional accountability by creating curriculum benchmarks, including a potential effect on teacher retention, is also presented.



Education, Administration, Education, General


Permalink for this item. Use this when sharing or citing this source.