Research: Executive Summary of "Impact of Servant Leadership on Teacher Retention in Independent Schools"

By Dennis Glen Chapman
The Village School of Naples (FL)

This is the executive summary of a doctoral dissertation submitted by Dennis Glen Chapman in partial fulfillment of the requirements for the Doctor of Education degree at the University of Pennsylvania. Read the full dissertation here. This study was done with the support of NAIS.

Background and Research Questions

This study investigates whether and how servant leadership characteristics of heads of school influence teachers’ intentions to leave their independent school or to stay. Few studies have explored this relationship in the context of independent schools, despite the growing concern over teacher retention. The research draws on leadership theories, such as transformational and emotionally intelligent leadership, and employs a mixed-methods approach to gain comprehensive insights. The study seeks to answer three key questions:

  1. Relationship between leadership and retention:Is there a connection between servant leadership attributes—such as active listening, empathy, and creating a sense of belonging—and teachers’ intention to stay at their independent school?
  2. Influence of leadership on willingness to stay:How do independent school teachers describe the impact of servant leadership characteristics on their decision to remain at their school?
  3. Sense of purpose and leadership: To what extent do teachers feel a sense of purpose in their work, and is this sense related to their head of school’s servant leadership attributes?

Theoretical Framework

Research on teacher retention predominantly focuses on public schools, where issues such as lack of administrative support, noncompetitive salaries, and toxic work environments have been well-documented. Studies by Ingersoll (2003) and Gray and Taie (2015) highlight persistent problems with teacher mobility and attrition. In contrast, research on independent schools is less extensive. Kane (1991) identified teacher retention as an emerging issue, and the National Association of Independent Schools (Orem, 2019 ) has emphasized the need for ongoing review of best practices in retention.

The COVID-19 pandemic exacerbated teacher turnover, accelerating what was already a significant problem. Teachers faced unprecedented challenges with remote and hybrid teaching models, leading to increased burnout and dissatisfaction. The pandemic has also been linked to the Great Resignation, with record-high quit rates across professions, including education. The negative impact on schools is particularly concerning given that experienced teachers play a critical role in improving student outcomes.

In independent schools, teacher retention has worsened since the pandemic, with a notable increase in job postings and a rise in reported burnout. Teachers in these settings are generally older than their public school counterparts, with fewer younger individuals entering the profession. Surveys indicate that burnout, low fulfillment, and inadequate support are key factors driving teachers to leave their positions.

Research Methodology

A mixed-methods approach was used in this study, combining quantitative and qualitative data to explore the impact of servant leadership on teacher retention. The quantitative component involved surveys to identify trends and relationships between servant leadership attributes and teachers’ intention to stay. The qualitative component included interviews to gain deeper insights into teachers’ perceptions of how servant leadership influences their decision to remain at their school.

Findings

Quantitative findings for Research Question 1: Is there a connection between servant leadership attributes—such as active listening, empathy, and creating a sense of belonging—and teachers’ intention to stay at their independent school?

The survey revealed that 57% of teachers planned to stay at their current school until retirement, while 24% intended to leave if a better opportunity arises. (Other respondents wanted to leave their job as soon as possible or leave education altogether. Sixteen percent were undecided or had “other” plans.) 

Survey participants were asked to rank attributes of servant leadership that impacted their decision to stay or leave their current position. An analysis of the responses indicated a significant relationship between servant leadership attributes and teachers’ intention to stay.

Qualitative findings for Research Question 2: How do independent school teachers describe the impact of servant leadership characteristics on their decision to remain at their school?

Through interviews, the participating teachers identified attributes of servant leadership that were important to their decision to stay or to leave.

Five key themes emerged:

  1. Communication: Effective communication was the most frequently mentioned characteristic that affected teacher retention. Teachers valued clear, timely, and transparent communication. Strong communicators were associated with higher scores in other servant leadership qualities, such as inspiring the community and being mission-driven.
  2. Appreciation: Teachers valued feeling recognized and appreciated by their head of school. Lack of appreciation was a critical factor for those considering leaving.
  3. Compassion: Teachers appreciated being heard and seen, and this contributed to their sense of worth and connection with their head of school.
  4. Trust: Trust, or the lack thereof, significantly impacted whether teachers were willing to remain at their school.
  5. Connection: The strength of the personal connection between teachers and their head of school influenced their decision to stay or leave.

Eight participants expressed feelings of being unappreciated by their head of school, with six indicating plans to leave. They described a lack of respect, failure to receive acknowledgment for their hard work, and feelings of being ignored. This highlights the critical role of appreciation and respect in teacher retention.

Qualitative findings for Research Question 3: To what extent do teachers feel a sense of purpose in their work, and is this sense related to their head of school’s servant leadership attributes?

Twenty teachers were interviewed, divided into two groups of 10 each, depending on whether the teachers had strong positive or strong negative responses about the importance of a supportive head of school to their desire to remain at the school. These interviews were part of a qualitative study aimed at understanding how leadership characteristics and school culture influence teachers’ decisions to stay. The interviewees represented a mix of gender, race, and region.

Participants were selected based on survey responses about future teaching plans and their perceptions of school leadership. The interviews, lasting about 60 minutes each, explored themes like climate, culture, feeling valued, and teachers’ sense of purpose. Thirteen of the participants planned to stay at their school, and seven said that they were going to leave. 

The interviews revealed that it was important to the teachers’ sense of purpose that the head of school embody the attributes outlined in the five key themes. 

Recommendations

The following recommendations, based on the study’s finding, were developed to help independent school leadership improve teacher retention:

  1. Enhance communication practices: Effective communication was the most frequently mentioned characteristic tied to teachers’ intention to stay. Heads of school should prioritize clear, timely, and transparent communication to foster trust and strengthen community bonds. Regular check-ins and open channels for feedback can help ensure that teachers feel heard and informed.
  2. Implement regular recognition programs: Teachers emphasized the importance of feeling appreciated and valued. Schools should implement formal and informal recognition programs to acknowledge teachers’ hard work and dedication. Regular appreciation, through awards, public recognition, or even personal notes, can significantly boost morale and reduce feelings of being overlooked.
  3. Build personal connections: A strong personal connection with the head of school was a major factor in teachers’ decisions to stay. School leaders should foster personal relationships with their staff by being approachable, empathetic, and engaged. Initiatives like one-on-one meetings or informal gatherings can help build these connections and strengthen the sense of community.
  4. Promote a culture of trust and respect: The lack of trust in leadership was a major reason some teachers considered leaving. School leaders should work on building trust through actions that demonstrate reliability, consistency, and fairness. Promoting transparency in decision-making and showing genuine care for teachers’ well-being can strengthen trust within the faculty.

By focusing on these areas, independent schools can create a supportive and fulfilling work environment that encourages teachers to stay.

References