Abstract
Purpose. To investigate principals' perceptions on how their leadership influences teacher retention in California public schools. The study specifically examined principals' awareness of the teacher retention problem, which leadership characteristics best reduce the likelihood attrition will occur at a school, and the practices principals use to combat the problem. Methodology. The researcher used the Delphi method to collect data; the panel consisted of ten middle school principals from Riverside and San Bernardino counties in California. Each panelist was given two open-ended questions which they were asked to rate using a five-point Likert Scale and asked to provide comments in the three-round Delphi. Data were rated and analyzed holistically, revealing the connections between the leadership characteristics and practices of principals influencing teacher retention. Findings. The responses indicated the most important leadership characteristic of principals related to teacher retention is the ability to build and maintain positive relationships wherein teachers can trust, are supported by, and are communicated with effectively by the principal. While acknowledged, the leadership characteristics of knowledge, vision, and dedication were less valued by the panelists than communication, trust, and support. The practices are mostly described as actions taking place during interpersonal exchanges between principals and teachers, working to build relationships through trust, support, and communication. Conclusions. The findings have implications for principals in understanding the characteristics and practices most successful in retaining teachers, and for district administrators during the recruitment and professional development of principals. Recommendations. (1) Commit to developing positive relationships based on trust, communication, and support. (2) Understand that who we are (our characteristics) and what we do (our practices) are interrelated. (3) Consider Maslow's Hierarchy of Needs when developing support systems for teachers. Supporting teachers' esteem and self-actualization needs will mean little if basic safety and security at the school site, and adequate materials and structure are not provided as well. (4) Be visible to teachers and being available for teachers all over campus. (5) Listen with empathy, and respond to teachers' needs any time it will support a positive teaching and learning environment. (6) Give teachers a good reputation to live up to among colleagues, students, and the community. (7) Hold poor-performing teachers accountable. (8) Share the work, and the rewards, of leadership.