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The Relationship Between Principal Support and New Teacher Attrition Open Access

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The Relationship Between Principal Support and New Teacher Attrition In this study, types of principal support were identified according to House's (1991) theory modified by Littrell, Billingsley, and Cross (1994). The purpose of this correlational study was to examine the relationship between principal support (emotional, instrumental, appraisal, and informational) and possible new teacher attrition through the analysis of survey data. The sample included new teachers employed in six selected counties in North Carolina. Although there is disagreement about the existence of a teacher shortage problem, teacher recruitment and retention continue to be major concerns within schools. This study is important because the return of an effective teacher to the classroom has a great impact on student achievement (Vocational and Educational Services for Individuals with Disabilities, 2002) and an impact on the national budget due to the cost of hiring (DePaul, 2000). The No Child Left Behind Act of 2001 (2002) mandated that every classroom be staffed with a highly qualified teacher. With this mandate as a priority, administrators and politicians need to become aware of ways to retain new teachers. Analysis of the responses indicated that there was no significant relationship between emotional, appraisal, informational, or instrumental principal support and new teachers' intent to leave school; however, there was a significant relationship between the importance placed upon appraisal principal support and the general likelihood of a new teacher's intent to leave a school. Additionally, the relationship between the importance placed upon informational support and the general likelihood of a new teacher's intent to leave was significant.

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