Understanding Teacher Turnover in New Hampshire: The Role of Teacher Relationships
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| Title: | Understanding Teacher Turnover in New Hampshire: The Role of Teacher Relationships |
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| Language: | English |
| Authors: | Danielle S. Donovan |
| Source: | Journal of Educational Leadership and Policy Studies. 2025 9(2). |
| Availability: | Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Labor Turnover, Teacher Persistence, Public School Teachers, Peer Relationship, Teaching Conditions, Collegiality, Quality of Working Life, Friendship, Educational Philosophy, Elementary Secondary Education |
| Geographic Terms: | New Hampshire |
| ISSN: | 2473-2826 |
| Abstract: | In this exploratory study, nine public school teachers from New Hampshire were interviewed to better understand how relationships with other teachers influence their decisions to remain at their current school or leave a previous school. Participants noted that influential elements include structural factors, time, and educational philosophy. They also indicated that relationships with colleagues offer professional benefits, such as curriculum development. The depth and impact of these relationships vary among participants. Despite this, seven of the nine teachers reported that their relationships with colleagues influenced their decision to remain at their current school or leave a previous one. These findings offer important insights for teacher education programs and school administrators. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492496 |
| Database: | ERIC |
| Abstract: | In this exploratory study, nine public school teachers from New Hampshire were interviewed to better understand how relationships with other teachers influence their decisions to remain at their current school or leave a previous school. Participants noted that influential elements include structural factors, time, and educational philosophy. They also indicated that relationships with colleagues offer professional benefits, such as curriculum development. The depth and impact of these relationships vary among participants. Despite this, seven of the nine teachers reported that their relationships with colleagues influenced their decision to remain at their current school or leave a previous one. These findings offer important insights for teacher education programs and school administrators. |
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| ISSN: | 2473-2826 |
