A MULTI-STEP SUPPORT SYSTEM ON BEGINNING TEACHER RETENTION: THE IMPACT OF THIS SYSTEM ON CULTURAL LEADERSHIP AND RETENTION OF BEGINNING TEACHERS BEYOND YEAR FIVE

Abstract

This study investigated how a multi-tiered system of support (MTSS) framework could strengthen beginning teacher retention in a rural North Carolina school district. The literature reviewed emphasized the nationwide challenge of teacher attrition, particularly among early-career educators, and identified leadership practices, school culture, and differentiated support as critical factors influencing retention. The research addressed the problem of high turnover among teachers within their first five years in the profession. It was hypothesized that adopting a tiered support model, adapted from student intervention frameworks, would increase beginning teachers’ confidence, satisfaction, and intent to remain in the field. Using a mixed-methods action research design, data were collected across three phases from 27 beginning teachers and 17 administrators through surveys, focus groups, and district retention metrics. Quantitative data analysis examined patterns of preparedness, support, and retention intent, while qualitative coding revealed three themes: support as a foundation, systematic layered supports, and responsive onboarding. Results indicated that teachers who perceived higher levels of visible leadership, peer collaboration, and ongoing mentorship reported greater workplace satisfaction and a stronger desire to continue teaching. These findings underscore the value of integrating multi-tiered support systems into teacher induction programs as a means of cultivating a resilient professional culture. Implementing such structures can inform leadership practice, shape equitable support models, and contribute to long-term improvements in teacher retention and organizational stability across public school systems.