The Effect Financial Incentives, Mentor Programs, and Grow Your Programs Have on Teacher Retention in Texas Rural School Districts



Journal Title

Journal ISSN

Volume Title



Purpose: The purpose of this quantitative study was to identify effective teacher retention strategies in rural school districts in Texas. The study collected superintendents' use of three categories of commonly employed retention strategies and their effectiveness ratings for reducing teacher turnover. Research Methods: This quantitative study employed a retrospective, exploratory design to describe trends and test four hypotheses linking data from a researcher-constructed survey about district retention strategy use and perceived effectiveness to Texas Education Agency (TEA) data on teacher turnover rates. Data on economic disadvantage students, teacher salaries, and English Language Learner populations were also examined mediating the effects of retention initiatives. Results: Rural school district superintendents who participated in the survey indicated the retention strategies implemented were effective. Overall research indicated financial incentives were somewhat effective for teacher retention. Implications: None of the most commonly used strategies had clear and consistent effects on teacher retention. While financial incentives had the most effect of the three broad categories of programs studied, the effects mentor programs and Grow Your Own initiatives were mediated by declines in the percent of economic disadvantaged and English Language Learner students.



Rural School Districts


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