50 EXPLORING THE RELATIONSHIP BETWEEN TEACHER RETENTION AND PRINCIPAL RETENTION Bradley Willi, Ed.D. Introduction Texas schools are navigating overlapping shortages of both teachers and principals. In 2024, more than three quarters of Texas public school teachers reported seriously considering leaving the profession, a sharp increase from 2020. Teachers cited feeling undervalued, overworked, and underpaid as primary reasons, and many reported taking steps toward exiting (Charles Butt Foundation, 2022). These pressures compound longstanding stressors that escalated during and after the COVID-19 pandemic (Diliberti & Kaufman, 2020). At the same time, principal mobility remains high. Nearly half of new principals leave their schools within three years, and principal turnover is associated with declines in school performance (Bartanen et al., 2019; Superville, 2019). Teachers and principals leaving threatens continuity of instruction and can widen achievement gaps, particularly given the sizable influence teachers and school leaders have on student outcomes (Hattie, 2010; Leithwood et al., 2004). In response, the Texas Education Agency (TEA) convened a Teacher Vacancy Task Force in March 2022. Its February 2023 report highlighted widespread shortages, persistent challenges in recruitment and retention, the importance of relevant professional learning, and the need for sustained collaboration across the system (Teacher Vacancy Task Force, 2023). Within this broader context, the current study examines two questions: whether principal tenure, school socioeconomic status, and school level predict teacher turnover, and which principal skills are perceived to support high teacher retention. The Journal of K-12 Educational Research 2025, VOL. 9, ISSUE 1 dbu.edu/doctoral/edd mixed methods design integrates a districtwide quantitative analysis with qualitative interviews of principals in schools with high retention. Literature Review Teacher and principal turnover have accelerated in recent years and now pose a critical challenge for schools in Texas and across the nation. National surveys show high rates of burnout among educators, with 90% reporting burnout as a serious concern (National Education Association [NEA], 2022). In Texas, turnover has risen more sharply than the national average. Teacher turnover increased from 12.6% in 2012 to 21.4% in 2023, representing roughly 80,000 departures (TEA, 2023). Principal turnover has also climbed, with about one in five schools starting the 2023 school year under new leadership (Landa, 2023). The pandemic intensified these trends by depressing student performance, increasing behavioral challenges, and elevating stress for educators (Teacher Vacancy Task Force, 2022). Turnover matters because teachers and principals strongly influence student outcomes and school culture. High teacher turnover depresses achievement and disrupts improvement efforts (Hanushek et al., 2016). Principals are second only to teachers in their impact on learning, shaping the working conditions that either support or erode teacher retention (Grissom et al., 2021). They can buffer stress by providing resources and recognition, creating the sense of value and belonging that keeps teachers in classrooms (Kaiser & Thompson, 2021). Research highlights three main drivers of teacher turnover. First, teachers often feel undervalued by administrators,
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