The Perceived Relationship Between Administration Supports and Urban Teacher Retention and Success Within Charter Schools

May 3rd, 2012 | Category: Dissertation Abstracts @ Concordia
By Gloria McDaniel-Hall


Among the major factors impacting low student achievement levels within urban schools is the inability of these schools to retain qualified teachers. Average new teacher attrition in urban settings ranges between 30-50%. This level of attrition causes tangible and intangible losses in urban school communities. This study investigated the perceptions of urban teachers regarding the school-level factors which contribute to their success. Eleven successful elementary teachers with between 1 – 5 years of experience participated in this investigation. A literature review on challenges facing urban schools, characteristics of effective teachers, effective teacher mentoring, factors that influence teacher retention, and administrative/school-level supports for new teachers is presented. This study is qualitative in nature employing a questionnaire and a semi-structured interview facilitated by guiding questions to gather information about supports these teachers attribute to their success. Teachers cited support from administrators and other staff as the most integral components of their success.

Keywords: Urban teachers, Teacher induction, Mentoring, New teacher support, Administrative supports

Author Information

Gloria McDaniel-Hall earned her Ed.D. in Leadership with a specialization in Educational Leadership from Concordia University Chicago in 2012. Contact her at

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