The influence of school administrators on teacher retention decisions


Donald Boyd


Pamela Grossman


Marsha Ing


Hamilton Lankford


Susanna Loeb


James Wyckoff

Year of Publication: 
American Education Research Journal

This article explores the relationship between school contextual factors and teacher retention decisions in New York City. The methodological approach separates the effects of teacher characteristics from school characteristics by modeling the relationship between the assessments of school contextual factors by one set of teachers and the turnover decisions by other teachers in the same school. We find that teachers’ perceptions of the school administration have by far the greatest influence on teacher retention decisions. This effect of administration is consistent for first-year teachers and the full sample of teachers and is confirmed by a survey of teachers who have recently left teaching.

Education Level:

APA Citation

Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). The influence of school administrators on teacher retention decisions. American Education Research Journal, 48(2), 303-333.