A MULTI-STEP SUPORT SYSTEM ON BEGINNING TEACHER RETENTION: THE IMPACT OF THIS SYSTEM ON CULTURAL LEADERSHIP AND RETENTION OF BEGINNING TEACHERS BEYOND YEAR FIVE By Kevin Taylor May, 2026 Chair of Dissertation: Travis E. Lewis, EdD Department of Educational Leadership and Foundations 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. 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 A Dissertation Presented to the Faculty of the Department of Educational Leadership and Foundations East Carolina University In Partial Fulfillment of the Requirements for the Degree Doctor of Education in Educational Leadership By Kevin Taylor May, 2026 Director of Dissertation: Travis Lewis, EdD Dissertation Committee Members: William Breedlove, EdD Elizabeth Hodge, PhD Karen D. Jones, PhD ©Copyright 2026 Kevin Taylor DEDICATION This dissertation is dedicated to my family, whose unwavering love, patience, and encouragement have been my constant source of strength. Jenny, without you, none of this would be possible. Sydney and Drew, thank you for being incredible children who have grown into remarkable adults with dreams and goals of your own – never lose sight of them. Mom and Dad, your faith and support made it possible for me to become our family’s first Doctoral graduate, continuing the tradition you began decades ago when you helped me become a first- generation college graduate. To East Carolina University, “Praise to your name so fair, dear old East Carolina.” I owe a debt of gratitude that can never be repaid for the opportunity to earn three degrees. I will always strive to honor the University’s motto, “servire”, through my life’s work. I am deeply grateful to my mentors, Dr. Chip Buckwell, Dr. Debra Morris, Dr. Stephen Hill, Dr. Michael Bracy, and Dr. Brad Breedlove, for challenging my thinking and encouraging my growth as both a professional and person devoted to educational excellence. I also dedicate this work to the beginning teacher coaches: Lyndsay, Lisa, and Chase. This project began with your dedication and a shared belief in the need to nurture the next generation of educators. Thank you to all the beginning teachers and school administrators who contributed their insight and collaboration. You continually remind me of the power of purpose, perseverance, and connection. Your commitment to students and to learning fuels the very heart of this work and the future of our schools. ACKNOWLEDGEMENTS This dissertation would not have been possible without the consistent guidance, support, and encouragement I received throughout my research journey. I would first like to express my deepest gratitude to my Committee Chair, Dr. Travis Lewis. He has been the guiding light through this project and collaborator on many other projects. Special thanks also to Dr. Brad Breedlove, Dr. Elizabeth Hodge, and Dr. Karen D. Jones for their steady guidance and invaluable advice. Their expertise, insight, and patience have been invaluable from the initial concept to the final draft. I also thank the faculty and staff of the Department of Educational Leadership and Foundations at East Carolina University for their professional assistance and for creating an environment that fosters both scholarly growth and development of scholarly practitioners in the field of educational leadership. Special appreciation goes to Pender County Schools and the North Carolina Practitioners Network for providing essential resources and funding to support this project. Without this support, the focus of practice could not have been realized. On a personal note, I am indebted to my family and friends for their unwavering encouragement, patience, and understanding during this demanding process. Their belief in me made this research possible. TABLE OF CONTENTS TITLE........................................................................................................................... i COPYRIGHT............................................................................................................... ii DEDICATION............................................................................................................. iii ACKNOWLEDGEMENTS......................................................................................... iv LIST OF TABLES....................................................................................................... xi LIST OF FIGURES...................................................................................................... xiii CHAPTER 1: INTRODUCTION................................................................................ 1 Background of the Focus of Practice................................................................. 4 Context of Inquiry.............................................................................................. 8 Statement of the Focus of Practice..................................................................... 13 Inquiry Guiding Questions................................................................................. 14 Overview of Inquiry........................................................................................... 15 Inquiry Partners................................................................................................. 16 Theoretical & Conceptual Framework............................................................... 16 Definition of Key Terms.................................................................................... 18 Assumptions....................................................................................................... 20 Scope and Delimitations..................................................................................... 21 Limitations......................................................................................................... 22 Significance of Inquiry....................................................................................... 23 Advancing Equity and Social Justice....................................................... 25 Advances in Practice................................................................................ 26 Summary............................................................................................................ 27 CHAPTER 2: REVIEW OF LITERATURE............................................................... 29 Conceptual Framework...................................................................................... 29 Trends in Teacher Retention.............................................................................. 32 Enhancing Teacher Retention (Stayers)................................................... 32 Factors Negatively Impacting Teacher Retention (Leavers)................... 35 Beginning Teacher Retention............................................................................. 37 Enhancing Beginning Teacher Retention................................................. 37 Factors Negatively Impacting Beginning Teacher Retention.................. 40 Licensure Pathways............................................................................................ 40 Traditional Licensure Pathways............................................................... 41 Alternative Licensure Pathways............................................................... 42 Retention of Alternatively Licensed Teachers......................................... 42 Impact of School Leadership on Teacher Retention ......................................... 43 School Leadership Traits and Behaviors.................................................. 43 The Impact of Equity............................................................................... 45 Multiple Levels of Support...................................................................... 45 Leadership and School Culture.......................................................................... 47 Summary........................................................................................................... 50 CHAPTER 3: METHODS OF INQUIRY................................................................... 53 Inquiry Guiding Questions................................................................................. 53 Inquiry Design and Rationale............................................................................. 54 Context of the Inquiry.............................................................................. 59 Inquiry Partners....................................................................................... 60 Ethical Considerations............................................................................. 61 Instrumentation......................................................................................... 62 Inquiry Procedures............................................................................................. 66 Implementation....................................................................................... 66 Phase 1..................................................................................................... 70 Plan................................................................................................ 70 Do.................................................................................................. 71 Study.............................................................................................. 72 Act.................................................................................................. 72 Phase 2...................................................................................................... 72 Plan................................................................................................. 72 Do................................................................................................... 74 Study............................................................................................... 74 Act.................................................................................................. 74 Phase 3...................................................................................................... 74 Plan................................................................................................ 74 Do................................................................................................... 75 Study............................................................................................... 75 Act.................................................................................................. 76 Inquiry Design Rigor......................................................................................... 76 Delimitations, Limitations, and Assumptions................................................... 77 Delimitations............................................................................................ 77 Limitations............................................................................................... 78 Assumptions............................................................................................. 79 Role of the Scholarly Practioner....................................................................... 80 Summary .......................................................................................................... 81 CHAPTER 4: RESULTS........................................................................................... 52 82 Pilot Study........................................................................................................ 84 Data Collection................................................................................................ 84 Data Collection Methods......................................................................... 85 Phase I: Implementation.......................................................................... 85 Phase II: Implementation......................................................................... 86 Phase III: Implementation........................................................................ 87 Data Analysis..................................................................................................... 88 Demographics.................................................................................................... 89 Results................................................................................................................ 99 Quantitative Results................................................................................. 99 Beginning Teacher Quantitative Results........................................ 101 Feelings of Support. Preparedness, and Confidence............ 102 Requesting Support.............................................................. 108 Support Influencing Retention............................................. 108 Indication of Returning........................................................ 112 Highly Reported Supports................................................... 116 School Administration Quantitative Results.................................. 121 Feeling of Support, Preparedness, and Confidence............. 122 Requesting Support.............................................................. 129 Satisfaction with Beginning Teacher Program.................... 129 Support Influencing Retention............................................. 132 Indication of Returning........................................................ 132 Highly Reported Supports.................................................... 135 Qualitative Results................................................................................... 139 Theme 1: Leadership Engagement as a Foundation for Retention………………………………………………………… 144 Theme 2: Systematic, Layered Support Networks are Vital……………………………………………………………… 146 Theme 3: Flexible and Responsive Onboarding Enhances Retention………………………………………………………… 147 Summary............................................................................................................ 150 CHAPTER 5: SUMMARY, CONCLUSIONS, & RECOMMENDATIONS............. 1535 Summary of the Findings................................................................................... 154 Overarching Question: What effect do supportive measures delivered through a multitiered system of support at the building level have on beginning teacher retention?.................................................................... 155 Question #1a: What are the core supports needed for beginning teachers that lead to retention?................................................................. 157 Question #1b: What are the supplemental supports needed for beginning teachers that lead to retention?................................................. 158 Question #1c: What are the intensive supports needed for beginning teachers that lead to retention?.................................................................. 160 Question #2: How has school culture been influenced by a multitiered support system?........................................................................................ 162 Question #3: What are the perceptions of beginning teachers regarding remaining in the teaching profession in their current setting before and after engaging in a multitiered support system model?............................ 166 Interpretation of the Findings............................................................................. 168 Supports that Enhance Beginning Teacher Retention.............................. 168 School Culture as a Tool for Beginning Teacher Retention…………… 171 Multiple Levels of Support as a Beginning Teacher Retention Strategy. 174 Limitations of the Inquiry.................................................................................. 176 Implication of the Findings for Practice............................................................ 178 Implication of the Findings for Equity.............................................................. 180 Recommendations for Practice.......................................................................... 181 Recommendation for Future Inquiry.................................................................. 183 Conclusions........................................................................................................ 184 Scholarly Practitioner Reflections on Leadership.............................................. 186 REFERENCES............................................................................................................. 188 APPENDIX A: INSTITUTIONAL REVIEW BOARD APPROVAL........................ 200 APPENDIX B: INFORMED CONSENT FORM........................................................ 201 APPENDIX C: SURVEY OF BEGINNING TEACHERS…………………………. 203 APPENDIX D: SURVEY OF SCHOOL-LEVEL ADMINISTRATORS………….. 205 APPENDIX E: SEMI-STRUCTURED FOCUS GROUP PROTOCOL FOR BEGINNING TEACHERS.......................................................................................... 207 APPENDIX F: PROCESS FOR IDENTIFYING SUPPORT STRUCTURES........... 209 LIST OF TABLES 1. State Teacher Attrition Rates............................................................................. 5 2. North Carolina Department of Public Instruction Accountability 2022-2023 and 2023-2024.................................................................................................. 10 3. North Carolina State School Accountability Measures – School Report Cards…………………………………………………………………………. 12 4. School Leadership Traits and Actions with Positive Impacts on Retention... 51 5. Outline of Phases One Through Three.............................................................. 58 6. Crosswalk of Survey Questions to Inquiry Questions....................................... 64 7. Data Collection Timeline................................................................................... 67 8. Crosswalk of Focus Group Questions to Inquiry Questions............................. 73 9. Demographic Data of Beginning Teacher Respondents to Pre-Test Survey…. 93 10. Beginning Teacher Respondents by Subject Area............................................. 94 11. Focus Group Participation by School and BT Status........................................ 96 12. School-Level Administration Years of Experience and Number of Beginning Teachers............................................................................................................. 97 13. Elementary School Administration Average Experience by School Location.. 98 14. Middle School Administration Average Experience by School Location......... 100 15. Count of Factors Stated by Beginning Teachers that Influence Beginning Teacher Retention.............................................................................................. 117 16. Most Common Factor Pairs Stated by Beginning Teachers Influencing Retention............................................................................................................ 119 17. Heat Map of Factors Stated by Beginning Teachers that Influence Beginning Teacher Retention.............................................................................................. 120 18. Factors Stated by School Administrators that Influence Beginning Teacher Retention........................................................................................................... 136 19. Heat Map of Factors Stated by School Administrators that Influence Beginning Teacher Retention............................................................................ 138 20. Map of Codes to Categories Developed into Themes....................................... 140 21. Five Year Trends of Beginning Teacher Retention and Attrition Rates........... 151 LIST OF FIGURES i. MTSS model...................................................................................................... 30 ii. Explanatory sequential mixed methods model ................................................. 57 iii. Percentage of BT respondents to the survey by status...................................... 91 iv. Percentage of BT respondents by licensure pathway........................................ 92 v. Beginning teacher feeling of support leading up to induction........................... 103 vi. Beginning teacher self-reported preparedness................................................... 104 vii. Respondents self-reported level of confidence in teaching ability................................................................................................................. 106 viii. Respondents self-reported level of satisfaction in level of support received............................................................................................................. 107 ix. Respondents self-reported comfortability approaching administration for support.............................................................................................................. 109 x. Respondents’ comfortability in seeking support from mentor / BT coach................................................................................................................. 110 xi. Respondents self-reported importance of support to remaining a teacher............................................................................................................... 111 xii. Respondents self-reported importance of support to remaining in their school................................................................................................................ 113 xiii. Respondents self-reported plans to remain in their school................................................................................................................. 114 xiv. Respondents self-reported plans to remain in the teaching profession.......................................................................................................... 115 xv. School administrator self-reported confidence in providing BT support............................................................................................................... 124 xvi. School administrator self-reported confidence in their BT support program.............................................................................................................. 125 xvii. School administrator self-reported belief that supports needed by BTs vary.................................................................................................................... 126 xviii. School administrator self-reported success in supporting BT...................................................................................................................... 128 xix. School administrator self-reported level of approachability................................................................................................... 130 xx. School administrator self-reported satisfaction level of the BT support program.............................................................................................................. 131 xxi. School administrator self-reported belief that BT Support is a significant factor in beginning teacher retention................................................................. 133 xxii. School administrator self-reported confidence in beginning teacher retention in their school.................................................................................................... 134 xxiii. Thematic structure: Codes, categories, and themes of leader practices supporting beginning teacher retention.............................................................. 143 CHAPTER 1: INTRODUCTION A crisis is befalling public schools in the United States. The number of teachers entering the profession has steadily decreased while teachers leaving the profession before retirement age has increased (Berry et al., 2021; Ginn & McRae, 2021; Kaiser & Thompson, 2021). Further, the national rate of attrition as reported by the National Center for Educational Statistics (2023) quantified the rates by administering a longitudinal survey to assess the rates over time. Despite 84% of public-school teachers surveyed remaining in the field at their current school, 8% of teachers left the school they were in and another 8% left the profession all together (NCES, 2023). Teachers who teach in schools that serve lower socio-economic communities have higher attrition rates than teachers who teach in schools that serve in a higher socio-economic community (Ansley et al., 2019; De Clecq et al., 2022; Sutcher et al., 2019). For those entering the teaching profession, as beginning teachers with less than three years of experience, 13% moved to a different school and 7% left the teaching profession in 2021 (NCES, 2023). The compounding problem of fewer teachers entering the profession and the loss of teachers due to attrition and retirement compound the problem that this inquiry seeks to address. The state of North Carolina, where the inquiry described herein took place, has seen a decline in beginning teacher retention. In the State of the Teaching Profession Report (2022) to the NC General Assembly, beginning teacher attrition rates were 12.71% as compared to 6.8% for non-beginning teachers. In North Carolina, enrollment in teacher prep programs have also declined. The traditional pathway of enrolling in these programs has declined by 24% since 2014. In contrast, teachers entering the field of education through alternative pathways has increased by 109% (Granados, 2023). Overall, traditional enrollments were down 44%, while 2 alternative enrollments were up 14% in 2022 (Granados, 2023). Alternative pathways consist of one primary tract called residency license. This license is a one-year license renewable for two more years while the licensee works toward full licensure by the end of year three. These licensees enroll in additional course work through a partnering university to complete an Educator Preparation Program (EPP). There are also emergency licensing options and provisional licensing options that may be requested when the licensee needs additional content level course work to enter an EPP (NCDPI, 2022). When examining the reasons for teachers departing the profession, school leadership and support are cited as common factors (Frahm & Cianca, 2021; Kaiser & Thompson, 2021; Suarez & Wright, 2019). Over the past decade, a positive direct relationship between effective school-level leadership and high teacher retention has been widely studied both quantitatively and qualitatively (Berry et al., 2021; Gunn et al., 2023; Gunn & McRae, 2021). School leadership plays a pivotal role in determining whether or not teachers wish to remain in their respective schools and, more importantly, in the profession. Specifically, principals who demonstrate leadership abilities that foster a structure of teacher support tend to have higher retention rates (Kersaint et al., 2007; Suarez & Wright, 2019). This inquiry further explored the relationship between school leadership and teachers by examining the impact of school culture on teacher retention. The literature relating school culture, leadership, and retention rates have identified ways to enhance culture through school- level leadership practices, as the actions or inactions of the school-level leader are widely considered a leading factor in cultural development and teacher retention (Castro, 2023; Dickie et al., 2020; Kaiser & Thompson, 2021; Tran et al., 2022; Van der Vyver et al., 2020). Specifically, my inquiry partners and I examined which leadership skills produce high teacher 3 retention rates and how these leadership skills differ between school communities of varying socioeconomic statuses. Utilizing the research, the following action steps were utilized to measure their impact on teacher retention. All beginning teachers are supported by a district level, state-required beginning teacher support program. This inquiry investigated how principals, as the primary support for teachers within their building, utilize their leadership to provide this support. Despite being the primary provider of support, the ability to support by principals may not be direct. Instead, principals may identify the need and call upon additional support staff to provide the interventions. The ability to recognize the need and provide levels of support is paramount. By utilizing core practices of the district support structures as well as the supplemental and intensive support structures of school leaders and additional support staff, each school site will aim to utilize the common practice of attracting and retaining staff through loyalty and purpose, increasing teacher retention during the first three years to retain teachers through years 5-10 years of employment and beyond. The underpinning of this inquiry are the constructs of a Multi-Tiered System of Support (MTSS) model; a common tool utilized in education to provide leveled support for learners based on their needs. Research indicates that teachers require and desire varying degrees of support during their careers; especially in the first three to five years in the profession (Casely- Hayford et al., 2022; De Clercq et al., 2022; Frahm & Cianca, 2021). By utilizing the three levels of support established by applying the MTSS Model of core, supplemental, and intensive supports, all beginning teachers was supported by core supports which was identified by the pre-intervention surveys of both beginning teachers and school level leaders. Teachers who require or desire additional support will receive supplemental and intensive support as 4 determined by the needs of the individual beginning teacher. In Chapter 2 the tiered system of beginning teacher support was discussed further. The remaining sections of chapter one provides background to the focus of practice of this inquiry, the questions guiding the inquiry, key terms to be utilized throughout the inquiry, limitations and assumptions of the inquiry, and an overview of the inquiry’s significance to practice and to equity in schools. Research has provided the framework while the need for the focus of practice of this inquiry has been reinforced with the outcome data from Redpen County Schools. Background of the Focus of Practice To frame this inquiry and its focus of practice, several data points were used. The North Carolina Department of Public Instruction [NCDPI] (2023) has provided detailed information to the North Carolina State School Board annually on teacher retention and mobility since 2014-15. These reports have shown a North Carolina State attrition rate range from a high of 14.48% in 2014-15 to a low of 7.52% in 2018-19 (2023). Of further note are the significant increases in attrition for beginning teachers in recent years (see Table 1). Attrition is calculated in these reports as leaving the Lead Education Agency (LEA) to teach in another LEA and/or leaving the profession. Furthermore, mobility is considered at the state level only and is also considered attrition. These reports do not measure mobility within the same school district whereby a teacher leaves one school in the LEA to transfer to another school in the same LEA. The focus of this inquiry is to consider the state and district attrition and mobility trends by further examining determining factors that affect teacher retention, specifically school leadership practices and behaviors. This inquiry will investigate which of these factors may have the greatest impact on teacher retention when comparing schools with 5 Table 1 State Teacher Attrition Rates Compared to Redpen County Schools Attrition Rates Year State Attrition Rate Redpen Attrition Rate BT Rate State Alternative Rate 2014 - 2015 14.48% 14.66% 20.81% 24.20% 2015 - 2016 9.04% 10.77% 12.78% 15.62% 2016 - 2017 8.70% 11.30% 12.31% 25.64% 2017 - 2018 8.09% 8.60% 12.37% 15.51% 2018 - 2019 7.52% 9.70% 11.20% 13.60% 2019 - 2020 7.53% 6.00% 11.70% 13.60% 2020 - 2021 7.10% 9.80% 9.40% 11.10% 2021 - 2022 6.5% 12.04% 13.06% 11.90% 2022 - 2023 12.2% 18.00% 12.0% 19.30% 2023 – 2024 9.88% 12.7% 12.92% 21.66% 6 varying socioeconomic makeup. It is important to also consider the self-reported reasons why teachers leave a school, district, or the profession. The data shows the attrition rates of beginning teachers, but the reports also provide insight into why teachers are leaving and where they are going. Recent trends show an increase in teachers leaving the profession and teachers leaving to teach in another LEA or charter. There also appears to be a direct correlation between the attrition rate of certain LEAs to the number of positions remaining unfilled in the same LEA. While numerous factors may lead to a variance in teacher retention, this inquiry will focus on the impact of school culture on teacher retention. Subsequently, the role of the principal to either enhance or dilute the school culture is central to the inquiry. Three factors that drive school culture was examined. First, the ability of school leaders to cultivate meaningful professional relationships between school leadership and teachers. This is fostered by a growth mindset of all staff and requires opportunities to engage in meaningful discussions. Furthermore, all staff members are encouraged to have a voice by sharing ideas and contributions to change in an open dialogue (Yli-Panula et al., 2022). The importance of meaningful authentic professional relationships can be described as a symbiotic relationship between teachers, teacher leaders, and school administrative leadership. Teacher self-efficacy is fostered by empowering teachers to perform their craft efficiently and with collaborative input from both school leaders and colleagues. Addressing this by building professional relationships starts at the school leadership level. But it is more than building mere relationships. It is more about building relationships with a purpose in mind. In other words, being "nice" to their teachers is not the key. Instead, working with staff to identify their strengths so that they may assume distributive leadership roles is the focus. 7 When schools have healthy symbiotic relationships, they function more efficiently (Ansley et al., 2019). Secondly, the degree to which school leaders have an adequate understanding of the significance of their investment in teachers’ practices and how this investment builds school culture is paramount. With this comes a level of vulnerability by all stakeholders to question current practices. An adequate understanding of the geographic and socioeconomic factors of the school and the effects these factors have on high academic expectations is key to questioning current practices (Marshall et al., 2022). Another important construct in this understanding is the level of commitment to setting a culture of high expectations. The level of commitment not only includes time and resources but also requires the skills to allow for the development of core expectations that lead to high academic standards (Li & Yao, 2022). Factors such as student behavior and procedures cannot be ignored when developing core expectations for staff and students. They must be introduced, practiced, and modified as needed (Ingersoll & Tran, 2023). Likewise, the relationship between student and staff behavior and the impact one has on the other should be considered. Finally, the inquiry will examine the leadership skills and traits present in school leaders and staff. To cultivate a positive school culture that will have a positive impact on teacher retention, school leaders need to examine their current practices carefully in terms of support, training, and research-based initiatives for both themselves and the teachers they lead. Specific school leadership skill development to address identified needs that help to stabilize school structures/practices around retention is key. Each school should first identify the stressors unique to its specific school site (Kaiser & Thompson, 2021). The concepts of 8 trust and ownership appear to be key factors in identifying these stressors since teachers must feel trust in their principal before engaging in conversations about their stressors. The lack of financial incentives for increased teacher pay notwithstanding, schools must find other less costly actions in which to invest. Less costly investments such as building relationships, recognizing achievement, and encouraging an ethic of collective support in their organizations are examples of less costly investments that schools and districts can make to mitigate teacher loss (Frahm & Cianca, 2021). Context of Inquiry The site of this inquiry, Redpen County Schools, is a rural public school district located in southeastern North Carolina. The district consists of 19 schools serving approximately 11,000 students in pre-k through 13th grade with, nine elementary schools, five middle schools, one kindergarten through eighth-grade school, one alternative kindergarten through twelfth grade, three traditional high schools, and an early college. Redpen County Schools presents as a diverse rural eastern North Carolina public school system. However, this diversity is misleading in ways. Both the County and the school system are partially divided into two regions with very distinct characteristics and needs. The eastern side of the county consists of the beach communities of Beach Town and Dunes City whereas the western side of the county is very rural consisting of Farmville and Hillside along with some smaller unincorporated areas. Based on North Carolina School Report Card classifications seven of nineteen Redpen County Schools are identified as low-performing in 2022-2023 (see Table 2). All seven of those schools are located on the western side of the county. The school system is comprised of 66% White, 11% Black, and 17% Hispanic. The other 6% is made up of multiracial, Asian, and Native American students. The schools on the eastern side of the county 9 are 80-85% White. Schools in the Hillside area are 40-45% White with the same percentage of Hispanic students. Whereas the schools in the Farmville area are 40-45% White with the same percentage of Black students. Similar to other school systems, Redpen County Schools have seen a rise in teacher turnover during the past several years. Recruiting and retaining high-quality educators has always been a focus but it has become an even greater focus area for Redpen County Schools recently. The seven schools identified as low-performing in Redpen County have an average student low-income percentage of 72.16% as compared to non-low-performing schools at 39.61%. Similarly, the seven schools identified as low-performing currently have a teaching workforce consisting of 28.26% beginning teachers as compared to 16.91% for schools that are not low-performing. These schools also employ 11.88% of teachers with emergency licenses as compared to 8.75% at schools not designated as low performing. Redpen County Schools have also experienced significant principal turnover. At the time this inquiry was conducted, of the nineteen principals, nine have less than two years of experience as principals and five have less than five years of principal experience. Twelve of the current principals have been promoted from a district assistant principal position. Five principals have more than five years of leadership experience as a principal. The level of experience in these schools goes beyond the classroom. Five of the low-performing schools have principals who are either in their first or second year of principalship. Local attrition rates do compare well with State attrition rates. Redpen County Schools had an overall attrition / mobility rate of 20.13% during the 2022-2023 school year. The state's average overall attrition rate during the same year was 8.7%. Of the 122 teachers who either left the district or transferred schools, 23% of them were in beginning teacher status, having less than 10 Table 2 North Carolina Department of Public Instruction Accountability 2022-2023 and 2023-2024 Elementary Schools Performance 2022-2023 NC Status 2022-2023 Performance 2023-2024 NC Status 2023-2024 Church Elementary D Low Performing D Low Performing River Elementary D D North Beach Elementary B B Crossroads Elementary D Low Performing D Low Performing Redpen School (K-8) D Recurring Low Performing D Recurring Low Performing Hillside Elementary C C Beach Elementary A A South Beach Elementary B B Dunes Elementary B B Middle Schools Performance 2022-2023 NC Status 2022-2023 Performance 2023-2024 NC Status 2023-2024 Redpen Middle F Recurring Low Performing F Recurring Low Performing River Middle D Recurring Low Performing D Recurring Low Performing Beach Middle B B Dunes Middle C C East Redpen Middle D Recurring Low Performing D Recurring Low Performing High Schools Performance 2022-2023 NC Status 2022-2023 Performance 2023-2024 NC Status 2023-2024 Hillside High School C C Redpen High School D Recurring Low Performing D Recurring Low Performing Redpen Early College A A Beach High School A A 11 three years of experience. The State average for beginning teachers during the same year was 13.06%. To further conceptualize this inquiry, growth, and performance data compared by school from 2021-2022 is compared to growth data in 2022-2023 is found in Table 3. Schools that are State designated as low-performing have higher teacher attrition. This is compounded when the schools that are labeled as low-performing are also considered as low-income schools. These schools also have a higher beginning teacher ratio that other schools in Redpen County that are not designated as such. Within Table 3, the growth column indicates schools that both exceeded and met expected growth. School that exceeded growth with index scores of 2.0 and higher are highlighted blue. Schools that met expected growth with an index score between -2.0 and 2.0 and are highlighted in green This inquiry began by examining the data formerly stated through two lenses and one context. The context used will compare low-performing and low-income schools to those that are neither low-performing nor low-income. The two lenses used was principal experience and beginning teacher status. The scholarly practitioner collaborated with inquiry partners within the schools and district to design a plan to improve beginning teacher retention and to develop a multiple-tiered support system consisting of core supports as well as supplemental supports. The inquiry focuses on the low-performing and low-income schools in Redpen County Schools. However, the outcomes may be able to be replicated in other schools and school districts. As a result of the improvements in beginning teacher support and the creation of consistent and strategic levels of support, beginning teachers and new hires may feel more supported by their school leadership, colleagues, and beginning teacher support staff. To summarize, after analyzing the data for Redpen County Schools, several patterns and areas of concern was addressed in this inquiry. Redpen County Schools have state-designated 12 Table 3 North Carolina State School Accountability Measures – School Report Cards School Name 2021-2022 School Performance Grade / Growth Status 2022-2023 School Performance Grade / Growth Status 2023-2024 School Performance Grade / Growth Status Church Elementary D D D Midtown Middle F F D River Elementary D D D River Middle D D C Hillside High C C B North Beach Elementary C B B Crossroads Elementary D D D Redpen High D D D Redpen Early College High A A A Redpen Elementary D D D Redpen Academy* F D Maintain Hillside Elementary D C C Beach High B A B Beach Elementary B A B Beach Middle C B B South Beach Elementary B B B East Redpen Middle F D D Dunes Elementary B B B Dunes Middle C C B Note: The low-performing and low-income schools are highlighted in red. The schools highlighted in red and designated, also have a higher beginning teacher ratio that other schools in Redpen County that are not designated as such. Within Table 3, the growth column indicates schools that both exceeded and met expected growth. School that exceeded growth with index scores of 2.0 and higher are highlighted blue. Schools that met expected growth with an index score between -2.0 and 2.0 and are highlighted in green. 13 low performing schools. These schools are isolated on the western side of the county in lower socioeconomic areas. Redpen County Schools has higher levels of beginning teachers in these schools so the need to retain and grow them is a major focus. The interconnectedness of a support system and professional development for beginning teachers across the district (especially in schools that are deemed low-performing and also have high poverty and high percentages of beginning teachers) is the primary focus of this inquiry. Statement of Focus of Practice The focus of this inquiry is to address the high attrition rate of beginning teachers in a southeastern rural North Carolina school system by establishing a support structure that establishes core, supplemental, and intensive support. Much of the current research regarding teacher retention reveals a sharp decline over the past ten years despite licensure area, years of service, and teacher or school demographic data (Chang et al., 2023; Kaiser & Thompson, 2021; Madigan & Kim, 2021). Research also suggests that the school principal plays an instrumental role in the decision of teachers to stay or leave (Hope, 1999; Kaiser & Thompson, 2021; Van der Vyver et al., 2020). Paramount to principal leadership is establishing a positive culture or high expectations through leadership practices that promote a shared vision and ownership of teachers and other stakeholders (Elliot et al., 2017; Tonic, 2021; Zavelevsky & Lishchinsky, 2020). While the literature does pay homage to the problem of teacher attrition, the role that principals play in retention, and that culture is a significant contributing factor; there is a gap in linking theory to practice. While the literature draws a connection between principal leadership and whether teachers choose to stay or leave, the focus of this inquiry is to identify key traits or core behavioral expectations of adults in leadership roles that promote and maintain a culture that wants teachers to stay. Also lacking in the current research is specific support based on 14 individual needs. Beginning teachers come from various backgrounds. Two main differences include the beginning teacher’s path to the classroom. Some teachers take a traditional pathway into the classroom by graduating with a degree in education while others do not have experience in student teaching and other experiences when they enter the teaching profession. Furthermore, beginning teachers, like all individuals, have strengths and opportunities for growth. These nuances of need manifest themselves into layers of needed support rather than a standard one- size-fits-all approach to supporting beginning teachers. Although every district has a formalized beginning teacher support program to address the core supports needed to transition into the teaching profession, the programs often lack supplemental and intensive support needed for beginning teachers who require more support to be successful. By focusing on the traits and behaviors of principals in their support of beginning teachers and measuring the culture of the school a cross-reference may be made as to what core, supplemental, and intensive supporting behaviors contribute to increased teacher retention. The purpose of this inquiry is to utilize the multi-layered support structure to increase beginning teacher retention. Inquiry Guiding Questions This inquiry was guided by the following primary question and related sub questions: What effect do supportive measures delivered through a multitiered system of support at the school level have on beginning teacher retention? 1. What supports are necessary to support beginning teacher retention? a. What are the core supports for beginning teachers that lead to retention? b. What are the supplemental supports for beginning teachers that lead to retention? c. What are the intensive supports for beginning teachers that lead to retention? 15 2. How has school culture been influenced by a multi-tiered support system model? 3. What is the desire of beginning teachers to stay in the profession in their current setting before and after receiving the interventions? These inquiry questions aid in determining if the implementation of a formalized, tiered support structure based on core and individual needs of beginning teachers will improve their desire to stay in the profession in their current setting. Further, these questions support the focus of this inquiry by addressing the high attrition rate of beginning teachers in a southeastern rural North Carolina school system by establishing a support structure that establishes core, supplemental, and intensive support. Overview of Inquiry To answer the questions guiding this inquiry, I employed improvement science methodology with an explanatory sequential, mixed methods design. The inquiry utilized both quantitative data and qualitative data to develop supportive structures for beginning teachers using a tiered model. First, core support structures were established based on specific school sites. Once the core support structures were established for each site, the core was monitored and adjusted as needed and supplemented with need-based support for individuals. The inquiry was conducted in three cyclical phases of improvement. The first phase consisted of examining existing data to develop specific questionnaires and focus groups for both Principals and BTs on efficacy (See Table 5). This was utilized to help define the core supports and provide the base for the matrix of support for all beginning teachers at all school sites. Central to this phase was the interpretation of the results to analyze three inquiry questions: (a) Are principals equipped to support beginning teachers, (b) Do beginning teachers feel they are supported, and (c) what are the core support structures that are necessary 16 exclusive of individual or site-based supports. This data was used to enhance the already existing core support structure. Phase two of the inquiry will utilize the data in phase one to develop an implementation plan at each school centered around the core supports. This phase also utilized a check-in instrument to identify BTs who require additional supplemental support. The data gathered from these check-ins provided opportunities for either bolstering additional core supports or developing site based supplemental supports. For example, if the check-ins reveal a needed support that becomes common in the data, this support was added to the core. The third phase of the inquiry involves the development of a plan to collect efficacy data on BTs and Principals. The purpose of this inquiry is to improve beginning teacher retention. A limitation of the inquiry is time; as beginning teachers may choose to leave after the inquiry has been completed, the self -efficacy model is being utilized to measure the results of the inquiry. The inquiry partners and I collected data from the teacher working conditions survey, beginning teacher surveys, available retention data, focus groups, and check-ins in order to determine the impact of the interventions utilized. Ultimately, the actual retention and attrition data of Redpen County Schools’ beginning teachers will provide outcome data beyond that of efficacy or projected data. The findings were shared with stakeholders to determine self-reported outcomes. The inquiry utilized inquiry partners including principals, beginning teacher mentors and coaches as well as beginning teachers themselves. The district recognized that improving beginning teacher retention is one of three system-wide initiatives. It is important to the context of this inquiry that the desire to effect change in the area of beginning teacher retention is not 17 unique to the district in which this inquiry was conducted. The inquiry partners experience and internalize the effects this has on their schools, students, and teachers. Inquiry Partners As the scholarly practitioner leading this inquiry, I gained significant insight from several inquiry partners. District senior leadership consisting of the superintendent and cabinet members was instrumental in the initial phases of this inquiry. Likewise, beginning teacher coaches, instructional coaches, and building-level leadership helped to provide site-based and individual- based perspectives on this inquiry. The beginning teachers and their mentors provided tremendous insight into the inquiry. Engagement with inquiry partners was captured through anecdotal notes throughout this inquiry and was embedded into the research and findings. Theoretical & Conceptual Framework The scholarly foundation of this work stems from Albert Bandura's research on self- efficacy and social learning theory (Bandura, 1977). A key aspect of Bandura's work is the concept of cultural leadership, where principals and other supportive figures play a crucial role in guiding and nurturing beginning teachers. Equally important is the self-belief or self-efficacy of novice teachers during their initial years in the profession. This self-efficacy is paramount to their professional growth and, ultimately, their desire to continue in the teaching profession and remain in their current environment (Casely-Hayford et al., 2022; De Clercq et al., 2022; Frahm & Cianca, 2021). Beginning teachers often require personalized support tailored to their unique needs and struggles. Providing non-evaluative walkthroughs, listening to their concerns, and fostering professional relationships can help extend the career lifespan of new teachers (Castro, 2023). The multi-tiered system of supports (Averill & Rinaldi, 2011) offers a conceptual framework for 18 delivering core, supplemental, and intensive assistance based on the specific requirements of beginning teachers, who are essentially learners themselves. Maslow's Hierarchy of Needs (1954) provides a theoretical foundation for understanding the support requirements of beginning teachers. Their basic needs, such as well-being, positive culture, and a supportive school community, must be addressed first (Achinstein et al., 2010; Gardner, 2010). Once these social and emotional needs are met, beginning teachers are more likely to feel self-actualized when they witness positive student academic success and learning (Marshall et al., 2022; McConnell, 2017; Pendola et al., 2023). Baroudi et al. (2022) explore the relationship between intrinsic and extrinsic factors influencing teacher retention. A potential connection exists between a leveled support structure based on individual needs and the quantitative assessment of these factors. By comparing the results to other studies, a link could be established between leveled support and the retention of teachers who may be considering leaving the profession. These frameworks enable exploring leadership behaviors and distributed leadership support regarding onboarding, support structures, and retention. The connection between social learning theory and the core, supplemental, and intensive support provided by principals and their subordinates to improve teacher retention is pivotal. It relates to the equity aspect by applying the social learning theory lens to the differences in demographics, socioeconomic status, and existing community culture unique to each school. This perspective reflects one's beliefs about their capabilities to successfully carry out actions in future situations. Definition of Key Terms The following terms were used throughout the inquiry and are defined herein: 19 Attrition Rate: The rate at which teachers are leaving a particular school, district, or teaching profession (NCDPI, 2022). Beginning Teachers: For this inquiry beginning teachers are defined as being in their first 5 years of teaching contrary to the traditional context of the first three years (NCDPI, 2022). Beginning Teacher Coaches: Coaches designed to provide supplemental and intensive support for beginning teachers (Pender County Schools Human Resources Office, 2024). Core Retention Behavior / Support: Behaviors/supports that every beginning teacher receives through induction, beginning teacher district programming to enhance teacher retention (Averill & Rinaldi, 2011) Economically Disadvantaged: A title for students whose families qualify to receive free or reduced prices for breakfast and lunch for their children attending a public school (Averill & Rinaldi, 2011). Intensive Retention Behavior: Behaviors/supports that individual beginning teachers receive based on individual needs. These supports would be based on needs identified by the individual beginning teacher and are designed to support the individual beginning teacher (Averill & Rinaldi, 2011). Retention Rate: The annual percentage of teachers who remain employed at the same school from one year to the next. (NCDPI, 2022). School Leadership/Principal Leadership Practices: The practices, processes, and systems one would see an effective principal implementing relating to each standard found in the North Carolina evaluation rubric for school executives, i.e., school principals (North Carolina Department of Public Instruction, 2013). 20 Supplemental Retention Behavior: Behaviors/supports that beginning teachers receive based on need. These supports would be based on needs identified by multiple beginning teachers but would not necessarily be needed by all beginning teachers (Averill & Rinaldi, 2011). Teacher Working Conditions Survey: The teacher survey is distributed by the North Carolina Department of Public Instruction every two years (Spring of even-numbered years) to collect data concerning the perceptions of teachers’ working conditions. Turnover: The term used to describe the rate at which teachers are leaving a specific school due to attrition or retirement. (North Carolina Department of Public Instruction, 2013) Residency Licensed: An alternative pathway to enter the teaching profession. Candidates must have a bachelor’s degree and a 2.5 grade point average. They must additionally have 24 semester hours in teaching coursework or 5 years of relevant teaching experience with the local education agency that is deemed relevant (North Carolina Department of Public Instruction Lateral Entry, 2019). Assumptions For the purpose of this inquiry, it was assumed that beginning teachers have a desire to continue their teaching careers in Redpen County Schools given that they are supported effectively. It is also assumed that the beginning teacher support staff, district level beginning teacher coaches, principals and other school level leadership and mentors, want to provide support for beginning teachers so that they improve the likelihood of their continued employment. Furthermore, it was assumed that different levels of support are needed for individual beginning teachers and that these supports above the core supports offered to all can be identified by members of the beginning teacher supportive staff. Additionally, it was assumed 21 that beginning teachers who feel a sense of connection to the school culture will continue to want to remain employed in that school. Redpen County Schools has determined that the improvement of beginning teacher retention is one of four major district initiatives. Every school in Redpen County Schools has made culture, recruiting, and retention a component of their school improvement plan. The beginning teacher process as well as licensure support when applicable is a part of every beginning teacher professional development plan in Redpen County Schools. The most significant assumption related to this inquiry was the assumption that core retention behaviors and supports can be learned or enhanced and that they are not innate. Due to this assumption, it is further assumed that school leaders see the correlation between their actions or inactions and teacher retention. Due to the nature of the data collection method utilized in phases 2 and 3, it is assumed that respondents would be forthright about their perceptions. Scope and Delimitations This inquiry is designed to measure the impact of support structures on the desire of beginning teachers desire to remain both in the teaching profession and in their current school. This inquiry will engage the reader with potential insight as to not only the problems faced by beginning teachers in a rural eastern North Carolina school system, but also potential supportive structures that support beginning teacher retention. The school locations were selected based on both need and desire of inquiry partners to participate in this inquiry. While the core level support system may be able to be replicated in other schools, the research was specific to Redpen County Schools. Furthermore, the supplemental and intensive support provided to those beginning teachers in need of such support was individualized. Therefore, the replication of specific supports may differ based on several factors. 22 Redpen County Schools, as stated in the Context of Inquiry, is deceptively diverse in terms of socioeconomic backgrounds, low-performing statuses, and location. Specifically, the fact that the schools have unique needs in terms of staffing and retention may limit generalization. This inquiry was specific to the interactions of principals and their beginning teachers and how the personal and systematic interactions impacted the beginning teachers’ desire to stay or leave. The inquiry was conducted at Redpen County Schools as part of the principal leadership focus on teacher retention. Therefore, it was expected that the results and recommendations of the inquiry may not apply to every school district but could be generalized to a larger population. Limitations The limitations of this inquiry include the presumption that both principals and beginning teachers would speak freely and openly about their perceptions of leadership style and culture and its impact on their intention to stay or leave. I also recognize the potential for this type of inquiry to be perceived as evaluative by both principals and beginning teachers. All efforts were made to identify the possible biases and determine ways to reduce the impact on the participants of the inquiry. As a result of the COVID-19 pandemic school districts in North Carolina received significant Federal funding under the ESSRS recovery act. Many districts utilized this money, in part, to fund sign-on bonuses for teachers and other staff. This inquiry is being conducted after the three-year funds have been expended, therefore possibly skewing the retention data. Further limitations of the retention data include the district’s initiative to engage in new curriculum implementation and the extensive professional development needed for this rollout. Although professional development was warranted, mixed feelings have persisted during the rollout of the 23 curriculum and training. Likewise, the exceptional children's department also implemented significant structure changes that were met with mixed reviews from the staff. The mixed feelings of both principals and teachers have been noted. Another potential limitation to this research inquiry is that the inquiry is being conducted in Redpen County Schools where I, the scholarly practitioner of this inquiry, am also the assistant superintendent. As such, the work and answers of the school-based inquiry partners could be impacted. For this reason, I will employ the district level beginning teacher coaches as a third-party facilitator due to my position in the district to minimize bias. Finally, the results of the inquiry and the impact on actual beginning teacher retention may be limited due to the timeline of the inquiry. Beginning teachers participate in a three-year program. For beginning teachers that completed the program during the inquiry and those that are in year one or two provided their intentions to stay in the profession and in the school. These perception data results may not reflect the actual retention data collected post inquiry. Significance of Inquiry This inquiry is significant because it is important to identify supportive measures that lead to beginning teacher retention. Traditionally, beginning teacher support programs have concentrated on onboarding but lacked the structure to provide individualized attention to barriers that exist. To address the high beginning teacher turnover rate in a public school system this inquiry seeks to establish a tiered model of supportive measures. These supportive measures was scaffolded through the lenses of school culture and school leadership practices. It was anticipated that working through the lenses of both culture and school leadership practices would support the tiered model of support and that this practice would help increase beginning teacher efficacy in the short-term and increase beginning teacher retention in the long-term. 24 Additionally, it was anticipated that this inquiry would have a positive impact on the overall system budget in terms of recruitment and training. Throughout the inquiry, significant attention was placed on identifying the needs of beginning teachers from a traditional licensing program compared to those that were obtaining their license through alternative means, namely residency programs. Nationally, there is a significant teacher shortage (Castro, 2023; Ingersoll & Tran, 2023; Sutcher et al., 2019). This shortage is compounded by several factors in North Carolina including low teacher wages and low graduation numbers from teacher preparation programs from institutes of higher education. North Carolina ranks 34th nationwide in average teacher pay, and 46th when it comes to beginning teacher pay (NEA, 2023). Also, there has been a 51% enrollment decrease in North Carolina teacher preparation programs over the past decade (Keung Hui, 2023). North Carolina has a teacher workforce of nearly 95,000. Of this workforce, nearly 600 or 8.2% left their teaching jobs in the previous year. The significance of this inquiry is found in the rate of beginning teachers’ attrition vs that of non-beginning teachers. Beginning teachers leave at a 2.4 % higher rate than their more seasoned counterparts (NCDPI, 2022). This rate coupled with the research that supports that school culture and school leadership actions have a substantial impact on teachers’ decisions to stay or leave (Ansley et al., 2019; Oxley et al., 2023) makes this inquiry significant. The findings of the research surrounding this focus of practice may be beneficial to other school districts because this struggle is not unique. The goal of this inquiry was to increase beginning teacher retention, which is a common goal across North Carolina and nationally. Conversations with inquiry partners in the region reveal a pattern of high beginning teacher turnover. The inability to retain these new teachers to the workforce means that the workforce 25 will continue to decrease as more experienced teachers retire. The need to replenish the workforce with teachers who are high quality drives home the significance of this inquiry. Advancing Equity and Social Justice This inquiry was specific to the interactions of beginning teachers to their principals and other supportive staff through the lenses of culture and supportive measures based on individual beginning teacher needs. The impact of these interactions is compared to the beginning teachers’ desire to stay or leave the profession. This specific population was chosen due to the variances seen in teacher retention across the two sides of the County. The eastern side is the more affluent region, and the western side is less affluent. Internal data suggests that teachers leave the western side schools at a rate double that of the eastern side schools. Redpen County Schools presents as a diverse rural eastern North Carolina public school system. However, this diversity is misleading in ways. The system is partially divided into two regions with very distinct characteristics and needs. The eastern side of the county consists of the beach communities of Beach Town and Dunes City whereas the western side of the county is very rural, consisting of Farmville and Hillside. Based on North Carolina School Report Card classifications (N.C.G.S 115C-105.37.), eight of 19 Redpen County Schools were identified as low performing in 2021-22. All eight of those schools are located on the western side of the county. The system consists of 66% White, 11% Black, and 17% Hispanic. The other 6% is made up of multiracial, Asian, and Native American students. The schools on the eastern side of the county are 80-85% White. Schools in the Hillside area are 40-45% White with the same percentage of Hispanic students. Whereas the schools in the Farmville area are 40-45% White with the same percentage of Black students. This inquiry will seek to address the inequities in a high-poverty, low-performing 26 schools by providing support to beginning teachers that focuses on supportive measures delivered in a culture that was responsive and welcoming. By providing beginning teachers and new hires with effective, continuous year-long onboarding, the ultimate goal was to improve student achievement through improving teacher retention. To this end, components of the onboarding program will include improving classroom management and creating a more positive, inclusive educational environment for all children. Advances in Practice As was stated before, this inquiry was based in a district that is divided into two socioeconomic sections. The schools that have a lower socioeconomic status tend to have higher attrition rates and also have lower numbers of applicants for unfilled positions. It is anticipated that this inquiry will provide additional data regarding the effect of a tiered supportive structure delivered by principals and other supportive staff on beginning teacher retention. A significant advancement is the application of the tiered model of support. Traditional beginning teacher programs have been a one size fits all approach despite the apparent differences in the target population: beginning teachers. It is believed that like students who may need support to reach their academic goals, beginning teachers also have individual needs in terms of their professional growth. When children struggle academically, the root causes may differ greatly. The root causes of the struggles beginning teachers experience as they participate in the beginning teacher program also differ based on their root causes. This inquiry will also provide potential advances in practice by expanding on the theory that principals have a substantial impact on teacher retention by identifying core behaviors and traits that principals employ to build a culture that leads teachers to stay. By learning from current beginning teachers and their principals, the information provides school administrators 27 and district leaders a roadmap to inform future efforts to retain beginning teachers and how best to support them during their early professional growth. Summary In summary, this inquiry focused on the influence principals and other support staff have on teacher retention. Chapter 1 provided the background necessary to understand the relationship between beginning teacher retention, school culture, and the principal’s role in enhancing both. Also discussed is a brief overview of the inquiry procedures, the inquiry partners of the inquiry, the theoretical foundation of the inquiry, definitions of key terms, assumptions, scope and delimitations, limitations, and the significance of the inquiry. In Chapter 2, an expanded discussion of the theoretical foundation used for this inquiry, Bandura’s Social Learning Theory and an extensive review of the literature surrounding the focus of practice. Literature review topics covered include trends in teacher retention, trends in teacher attrition, and how beginning teacher rates of attrition/retention are similar and unique. Also, the literature review topics include a comparison of traditional versus alternative licensure pathways and the trends associated with retention and attrition respectively. Chapter 2 concludes with an investigation into the role of culture, the principal’s role in developing this culture, and the impact this has on teacher retention. In Chapter 3, the inquiry design, including the guiding questions, will be aligned with the rationale and context of the inquiry using the Plan Do Study Act model. This framework enabled the collaborative inquiry team to continuously assess the development and implementation of the tiered system and allowed for a continuous improvement cycle that helped to refine supplemental supports. Chapter 4 will present participant demographics and the results of both quantitative and qualitative data related to the implementation of the study including an overview of data collection procedures. Included in the 28 chapter are the timeframe, recruitment methods, and any deviations from the original plan. The subsequent analysis section outlines data management and analytic strategies, detailing quantitative and qualitative methods, coding rationales, and the integration of mixed-methods findings. Building on these results, Chapter 5 will illustrate how support structures were enacted in practice, examining the experiences of beginning teachers and school leaders within their specific contexts. This descriptive narrative will provide a deeper understanding of how the multi-tiered system of supports was implemented and perceived across settings. CHAPTER 2: REVIEW OF LITERATURE To explore the topic of school leadership's impact on beginning teacher retention a review of past studies is important to provide context. This literature review addresses topics related to factors that influence teacher retention in general as well as beginning teachers in the first five years of their career journey. Furthermore, the topics also examine contributing factors of teacher retention including licensure pathway, the role of school leadership, and cultural leadership and development. This will provide the foundational scaffolding for the focus of practice by developing the connections between school leadership, teacher support, and beginning teacher support. The chapter will link three pillars of research together: (a) trends in teacher retention specifically beginning teachers in their first 5-7 years, (b) school leadership’s impact on beginning teacher retention, and (c) school leadership’s impact on school culture. An additional literature section introduces the Multi-Tiered System of Support (MTSS) as a framework. MTSS has traditionally been utilized for improving student outcomes. However, the leveled actions appear within the research of beginning teacher support based on the individual needs of the beginning teacher. This chapter will provide the conceptualization of how these three concepts interrelate to either enhance culture and teacher retention or deteriorate it based on the practices of school leadership (see Figure 1). Conceptual Framework Albert Bandura’s work around self-efficacy and social learning theory provides a base for this scholarly work (Bandura, 1977). Cultural leadership by principals and others that provide support to beginning teachers is a major construct in Bandura’s work. Likewise, the belief or self-efficacy of a beginning teacher in relation to their first years in the profession is paramount to their growth and ultimately their desire to remain in the profession and in their current 30 Note. (Onslow County Schools, 2024). Figure 1. MTSS model. 31 environment (Casely-Hayford et al., 2022; De Clercq et al., 2022; Frahm & Cianca, 2021). Similarly, beginning teachers who receive the supports based on their individual needs through non-evaluative walkthroughs to provide feedback, listening to the concerns of teachers, and formulating professional relationships tend to extend the career life cycle of a teacher (Castro, 2023). Individual beginning teachers require specific support because they have unique needs based upon their individual struggles. The conceptual framework will also include a link to the multi-tiered system of support (Averill & Rinaldi, 2011). Core, supplemental, and intensive support based on the needs of beginning teachers have long been implemented as a way to support struggling learners; beginning teachers are, in fact, learners as well. Maslow’s Hierarchy of Needs (1954) is the third theory that provides the framework of this inquiry. In order for beginning teachers to feel that their needs are being met in terms of support, the basic needs must be addressed first. Teacher well-being, positive culture, a positive school community, and properly selected supportive measures certainly provide an avenue for basic needs attainment (Achinstein et al., 2010; Gardner, 2010). These are examples of social and emotional well-being. Moving up the hierarchy of needs, beginning teachers who see a positive degree of student academic success and learning are more likely to feel self-actualized (Marshall et al., 2022; McConnell, 2017; Pendola et al., 2023). Baroudi et al. (2022) discusses the relationship between intrinsic and extrinsic factors associated with teacher retention. The potential connection between a leveled support structure based on individual needs by rating the aforementioned factors quantitatively and comparing their results to other studies whereby establishing a connection between leveled support for teachers who may be considering leaving. These frameworks allow the inquiry to also examine leadership behaviors and distributive leadership support regarding onboarding, support structures, and retention. The link 32 between social learning theory and core, supplemental, and intensive support provided by principals and those under their supervision to improve teacher retention is central to this inquiry. It speaks to the equity component of the inquiry by applying the lens of Social Learning Theory to the differences in demographic, socioeconomic, and existing community culture which is unique to each school.as a person’s particular set of beliefs that determine how well one can execute a plan of action in prospective situations. Trends in Teacher Retention Recruiting, hiring, and retaining the best staff has become an increasingly challenging task for school districts across the nation. North Carolina has not been immune to these staffing difficulties as referenced in State Board of Education agendas including reports from the North Carolina Department of Public Instruction on the subject (North Carolina State Board of Education, n.d.). The literature focused on teacher retention strategies is quite extensive and has grown over the past several decades, especially pre-COVID and post-COVID. For this section, the primary focus was placed on common trends that either enhance or detract from teacher retention. Specifically, what trends exist in the literature have a direct correlation with “why teachers stay” and “why teachers go”. Kersaint et al. (2007) utilized Ajzen’s Theory of Planned Behavior as a framework for identifying the factors that lead to the ultimate intention to stay or leave. Three constructs were used by applying this theory; attitudes, norms, and control. Wojcik et al. (2003) examined the retention rates of alternatively licensed teachers to those of their transitionally licensed colleagues. The results of the inquiry indicated similar retention rates. Enhancing Teacher Retention (Stayers) An examination of the literature reveals several common threads that help us understand the factors that have a positive impact on teacher retention. It is important to understand that 33 while trends do exist, the reasons “stayers” stay are likely more individualized. However, the trends are helpful to this inquiry as those trends will help drive the interventions used in the inquiry. The first of these common threads is described as the overall health and well-being of the teacher. The overall mental and physical health of the teacher plays a pivotal role in determining the staying power of teachers (Casely-Hayford et al., 2022; De Clercq et al., 2022; Frahm & Cianca, 2021). Each of these studies cited teacher well-being as measured by various instruments as a significant factor in their decisions to stay or leave. Through both qualitative and quantitative measures, their studies were able to draw a direct correlation between teachers’ intention to stay and their overall well-being. An individual teacher’s satisfaction with their teaching career is determined greatly by their work-life balance (Opoku et al., 2020; Shibiti, 2020). Teachers who have a healthy work-life balance tend to rate themselves higher in terms of their overall well-being and are those who stay in the profession. Although not mutually exclusive, a second common trend in the literature is represented as a symbiotic workplace community. Factors that support a healthy professional community include a sense of collegiality, perceived workplace fairness, open dialogue, and shared visions (Schaack et al., 2022; Towse et al., 2002). Perceptions of the workplace are further quantified by Gardner (2010) in terms of identifying supporting factors that have a positive impact on the workplace. Although the inquiry focused on music educators, he describes two specific attributes as teacher's voice and the teacher’s autonomy as constructs that enhance the overall positive feel of a school and the degree to which this affects teacher satisfaction and staying power by developing a familial atmosphere. 34 Throughout the literature, the common theme of relationships is interwoven into factors that positively influence teacher retention. It is important to note that relationships as described in the literature go far beyond congeniality and being a good person. Healthy school-based workplace relationships are quantified in many ways; however, the central themes are authentic two-way communication, purposeful social integration of staff, a sense of belonging, loyalty to the school family, and a sense of flourishing, not just surviving, through difficult times (Dicke, et al., 2020; Elliott et al., 2017; Grillo & Kier, 2021). Grillo and Kier (2021) identify a construct of purposeful communication that is enhanced by supportive peers and an overall supportive network of individuals whereby leadership is shared amongst all. Teacher support is another central enhancement theme in the literature. There are levels of support; each overlapping and supporting the other in a way that provides for layers so that when one layer is not present or effective, the other layers may come to the forefront (Ansley et al., 2019). Support from the school administration is key. Transformative and distributive leadership practices, such as authentic voice, realistic high expectations, common vision, and shared goals, allow for a sense of community and job satisfaction (Ansley et al., 2019; Gardner, 2010; Kersaint et al., 2007). As discussed, the sense of community is also fostered by these leadership constructs. Professional development is often cited as a component that is a supportive factor and often it is also cited as a deficiency in Teacher Working Conditions surveys. The need for professional development that supports teacher growth is discussed by De Clercq et al. (2022) as a balance between support and high demands. The ability to find this healthy balance can lead to teachers feeling supported and ready to take on the challenges that the professional development is designed to address. Conversely, the pressure of the demand for expectations may outweigh the benefits of the support provided by professional development. 35 Culture was a central focus of this inquiry and is highlighted in much of the literature as a means to an end. A teacher’s ability to have a positive experience as a professional, be able to receive and give support, and maintain a healthy work-life balance depends on the culture established and supported in the school. The development of a positive culture and maintaining a positive culture can either enhance or undermine the themes discussed previously. To understand the importance of culture, it must be defined. Kalkan et al. (2022) noted the importance and reach of culture as it pertains to human relationships and their quality. School culture is a very important factor that determines the perception of the school and the behavior patterns of all partners, especially teachers and students, in which the shared leadership style comes into play. Therefore, school culture is a phenomenon that affects the quality of human relationships in educational organizations and is also affected by the quality of these relationships (p. 3). School culture does not exist in a silo, nor is it static. The research conducted by Yli-Panula et al. (2022), although centered on student-teachers, identifies schools and school leadership teams that monitor school culture and take steps to enhance a positive school culture have a higher rate of teacher retention. Factors Negatively Impacting Teacher Retention (Leavers) Common identified trends are also present in the literature that are associated with teacher turnover. The prior section examined factors that influence teachers' staying power and desire to remain in the teaching profession. The absence of teachers’ overall well-being, poor culture, lack of a positive school community, and lack of supportive measures certainly work to the contrary (Achinstein et al., 2010; Gardner, 2010). However, other specific factors do exist 36 such as burn-out, student conduct, teacher self-worth, and other factors that deter teachers from performing their primary function, teaching and learning. Factors associated with the choice to leave are rarely limited to the converse of the factors in the previous section. Instead, teachers who leave feel that they are no longer making a difference, lack the little wins of seeing students prosper, and have an overabundance of tasks that distract from teaching and learning (Marshall et al., 2022; McConnell, 2017; Pendola et al., 2023). A meta-analysis of teachers’ intentions to leave conducted by Madigan and Kim (2021) cited three main factors that further support that the trends associated with leaving are complex. These factors included exhaustion, depersonalization of teacher-to-student relationships, reduced student accomplishment, and overall job satisfaction. The analyzed results suggested that these factors lead to teacher burnout and thus lead to teacher turnover. Another meta-analysis conducted by Nguyen et al. (2020) and a separate study by Baroudi et al. (2022) examined both intrinsic and extrinsic factors associated with a lack of teacher retention by categorizing factors associated with teacher turnover into three strands: (a) personal characteristics of teachers who leave; (b) work environments (school factors); and (c) extrinsic conditions outside the school. The analysis of personal characteristics showed that teachers within their first 10 years of teaching and those teachers with specialized areas such as special education may be more likely to leave the profession. The analysis did not indicate a significant difference in race, gender, or licensure pathway. The analysis of school factors showed that teachers are more likely to leave middle schools, schools that have higher student discipline counts, and those that lack sound induction and professional development systems. The analysis of external conditions outside of the school suggested that teachers who leave are those who feel defeated by policy and/or performance. Examples of this include pay for 37 performance, a decrease in test/growth scores, and a decrease in other accountability measures. (Gunn et al., 2023; Gunn & McRae, 2021). As with any action, antecedents lead to the actions observed. While examining the relationship between teacher retention in terms of satisfaction and burnout, several antecedents were identified by Li and Yao (2022), including trust, professional identification, commitment, job satisfaction, climate, justice, support, work engagement, intrinsic motivation, and burnout as being antecedents to turnover at significant rates. Other antecedents like compensation, job performance, workload, working conditions, and belonging were less significant and less likely to lead to turnover. Beginning Teacher Retention Like their experienced counterparts, beginning teacher retention rates have declined. Although teachers may have common needs in many areas such as the need to be a part of a positive school community, the need to feel supported, and the need to feel that they are making a difference in the lives of the students they teach, research suggests that beginning teachers have a lower rate of retention than teachers with more experience (Carter Andrews et al., 2019; Chang et al., 2023). For this inquiry, beginning teachers was defined as a teacher with less than 5-7 years of experience in the classroom. Enhancing Beginning Teacher Retention An overall healthy well-being, a positive and supportive workplace environment, and a positive shared culture are consistent throughout the research interdependent on the years of service. The factors leading to beginning teacher retention are similar to the factors associated with teachers in general, the purpose appears to be more focused on the development of the trends instead of enhancing them. Beginning teachers are entering a foreign environment with 38 established norms, culture, and routine so providing a positive induction system is paramount to their sense of belonging, early success, and development (Carter Andrews et al., 2019; Freedman & Appleman, 2009; Gunn et al., 2023; Gunn & McRae, 2021). By establishing a caring, fostering environment for new teachers, they feel more welcome to ask for assistance, can establish roots, and can begin to grow. Establishing a network around the beginning teacher is the first step. Careful consideration should be given to the planning to ensure that relationships are developed authentically as described by Reid et al. (2023), paying particular attention to individual teacher identity, mutual social respect, and community value as constructs that need to be established before professional growth can be attained by beginning teachers. Their sense of belonging is as important as a veteran teacher, but it must be developed over time. The traditional induction routines tend to orient the beginning teacher to get around the school and survive (i.e., important policies and procedures, professional development opportunities, classroom management, technology, parent involvement, and duties) (Hope, 1999). A more effective induction program includes providing beginning teachers with instructional coaching, two-way communication, and meaningful personal relationships (Chang et al., 2023; Gunn & McRae, 2021). The importance of meaningful authentic professional relationships can be described as a symbiotic relationship between teachers, teacher leaders, and school administrative leadership. Teacher self-efficacy is fostered by empowering teachers to perform their craft efficiently and with collaborative input from both school leaders and colleagues (Reid et al., 2023). Building authentic relationships starts at the school leadership level, but it is more than merely establishing relationships. It is more about building relationships with a purpose in mind. In other words, being "nice" to their teachers is not the key. Instead, working with staff to identify their strengths so that they may 39 assume distributive leadership roles is the focus (Chang et al., 2023). When schools have healthy symbiotic relationships, they function more efficiently. This is accomplished by providing support and scaffolds to overcome the barriers that Ansley et al. (2019) identified. When beginning teachers are asked why they stay, they have similar reasons. They stay because they feel valued early, feel welcome, have been included in school improvement, and feel that their voices are heard, acknowledged, and understood (Kearney, 2008). “Today’s new teachers need different support structures, have higher expectations of their employers, and possess more professional experience than previous generations of teachers” (Kearney, 2008, p. 625). More recent studies indicate that the trend described by Kearney in 2008 is still relevant. If teachers do not feel a part of the team, they will not flourish and they was more apt to leave. Teachers, whether they are in the first 10 years of their careers or not, expect to be supported and valued (Hurst & Brantlinger, 2022). In 2023, Cells et al. fur