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Does Investing in Teachers' Professional Development Impact Teacher Retention?

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Title: Does Investing in Teachers' Professional Development Impact Teacher Retention?
Authors: Holloway, Sunita1 (AUTHOR), Buckman, David G.2 (AUTHOR)
Source: Journal of Education Human Resources. Jul2025, Vol. 43 Issue 3, p553-581. 29p.
Subject Terms: *Career development, *Teacher retention, *Teacher turnover, *Teachers, *Teacher influence
Abstract: Many teachers across the United States are leaving their posts preretirement. While some teachers leave for personal reasons, there has been an increase in teacher turnover for school-based factors. One way administrators can support their faculty is through professional development opportunities. This study aimed to investigate whether there was a relationship between the total amount of instructional staff training expenditures and teacher retention while controlling for factors influencing teachers' decisions to stay or leave. A cross-sectional, restricted maximum likelihood mixed-effects multiple regression model was used to analyze and examine the relationship between instructional staff training expenditures and teacher retention during the 2018–2019 school year. The relationship proved to be significant, albeit directionally negative. However, school climate, a highly cited variable in retention literature, emerged as a salient covariate. Scholars and educational leaders can use the recommendations found in this article to further research and support school administrators' efforts to mitigate teacher turnover. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Education Human Resources is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Does Investing in Teachers' Professional Development Impact Teacher Retention?
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  Data: <searchLink fieldCode="AR" term="%22Holloway%2C+Sunita%22">Holloway, Sunita</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Buckman%2C+David+G%2E%22">Buckman, David G.</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Education+Human+Resources%22">Journal of Education Human Resources</searchLink>. Jul2025, Vol. 43 Issue 3, p553-581. 29p.
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  Data: *<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+retention%22">Teacher retention</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+turnover%22">Teacher turnover</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+influence%22">Teacher influence</searchLink>
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  Data: Many teachers across the United States are leaving their posts preretirement. While some teachers leave for personal reasons, there has been an increase in teacher turnover for school-based factors. One way administrators can support their faculty is through professional development opportunities. This study aimed to investigate whether there was a relationship between the total amount of instructional staff training expenditures and teacher retention while controlling for factors influencing teachers' decisions to stay or leave. A cross-sectional, restricted maximum likelihood mixed-effects multiple regression model was used to analyze and examine the relationship between instructional staff training expenditures and teacher retention during the 2018–2019 school year. The relationship proved to be significant, albeit directionally negative. However, school climate, a highly cited variable in retention literature, emerged as a salient covariate. Scholars and educational leaders can use the recommendations found in this article to further research and support school administrators' efforts to mitigate teacher turnover. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Education Human Resources is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186629844
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.3138/jehr-2023-0011
    Languages:
      – Code: eng
        Text: English
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        PageCount: 29
        StartPage: 553
    Subjects:
      – SubjectFull: Career development
        Type: general
      – SubjectFull: Teacher retention
        Type: general
      – SubjectFull: Teacher turnover
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Teacher influence
        Type: general
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      – TitleFull: Does Investing in Teachers' Professional Development Impact Teacher Retention?
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              Text: Jul2025
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              Y: 2025
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