“Their findings suggest that teacher retention and student achievement on standardized tests increase at a faster rate when school context is strengthened. In an era of education reform highly focused on teacher quality this study demonstrates the need for both individual and organizational solutions to improve student achievement. Placing high-quality teachers amidst organizational dysfunction has little chance for successful school turnaround.”
- VCU Report
"At-risk schools spend scarce dollars on teacher turnover. Low performing, high minority, and high poverty schools expend scarce resources on teacher turnover. Because teacher attrition rates in these at-risk schools are chronically high, turnover costs become a drain on already scarce resources that could otherwise be invested to improve teaching effectiveness and student growth."- "The Cost of Teacher Turnover in Five School Districts",
By Gary Barnes, Ph.D. Consultant National Commission on Teaching and America’s Future and Edward Crowe, Ph.D.
"In addition to the research on teacher morale and the factors that influence it, there is a body of research reports on the relationship of teacher morale to student achievement. Hunter-Boykin and Evans (1995) stated that higher teacher morale results in a more effective academic environment. Conversely, Wentworth (1990) stated that a low morale has a negative effect on student achievement. In Araki’s (1982) three year study, he examined leadership in both public and private schools in the state of Hawaii. He found a direct correlation between the leadership style and practices of the principal, teacher morale level, and student SAT scores. In addition, Houchard (2005) analyzed the effect of teacher morale on student achievement as measured by the North Carolina End- of-Course Test scores. He also found teacher morale to be positively and significantly correlated to these test scores."
- "THE EFFECTS OF PRINCIPAL LEADERSHIP ON TEACHER MORALE AND STUDENT ACHIEVEMENT",
The University of Houston, 2012
"Most striking, students showed higher gains in math achievement when their teachers reported frequent conversations with their peers that centered on math, and when there was a feeling of trust or closeness among teachers. In other words, teacher social capital was a significant predictor of student achievement gains above and beyond teacher experience or ability in the classroom. And the effects of teacher social capital on student performance were powerful."
- Carrie Leana, Stanford Social Innovation Review, 2011
"The research includes several studies that address a principal’s influence on teacher morale and teacher job satisfaction. “Clearly, the Principal is the key figure in raising teacher morale and commitment” (Lester, 1990, p. 274). Others have concurred that a school’s leadership has a vitally important role in the total climate of the school and the morale of the school’s teachers (Kelley, Thornton, & Daugherty, 2005; Butt, Lance, Fielding, Gunter, Rayner, & Thomas, 2005; Rhodes, Nevill, & Allan, 2004; Evans, 1997)."