PRINCIPAL PRACTICES AND THE EFFECTS ON NEW TEACHER RETENTION

The purpose of this study is to explore the principal practices regarding new teachers’ experiences and the effects those practices have on new teacher retention. A qualitative study using the case study exploratory approach was executed through interview questions with three focus groups with a total of ten new elementary teachers located in a rural school district located on the fringe of a large urban school district in Texas. The findings in this study indicated that principal practices that increase the retention of new teachers can be identified through the following themes: bonding, support, and intentionality. Findings suggest that to positively influence new teacher retention, principals incorporate practices such as team-building exercises, mentor programs, celebrations and recognitions, competitions, availability to interact with teachers, affirmations, and effective communication through technology and social media.