FACTORS THAT LEAD TOWARDS TEACHER RETENTION IN LUTHERAN SCHOOLS
Date
2021-12
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Retention of Called teachers within the Lutheran school system is becoming increasingly more difficult with each passing year. With the retirement of baby-boomer teachers and the limited amount of Called workers already in the field or qualified new graduates, the purpose of this study is to identify strategies that Lutheran schools are successfully utilizing to promote teacher retention within their schools. This study will highlight the interactions between factors such as compensation, development of relationships within the church and school community, teacher preparedness, and effects of mentoring on the retention of Called teachers in Lutheran schools. Utilizing Maslow’s Hierarchy of Needs, 298 current Lutheran school teachers were surveyed, and six former Lutheran school teachers were interviewed. This research is designed to provide Lutheran schools an understanding and utilize the information to retain their current teachers and attract new teachers to their campuses and promote future generations to become Lutheran teachers. This research intends to provide schools and churches with additional information that will help them with strategic planning for future teacher vacancies and to attract
future Lutheran teachers. The key findings of this research found that a supportive principal was the number one factor for retaining teachers in Lutheran educators in all areas of education, Preschool through Grade 12, followed by church leadership that psychologically supported the teacher, cultivated positive community culture, and provided an adequate compensation package that provides for the basic living needs of the teacher and allows for work/life balance.