Teachers who find their administrators unsupportive are more than twice as likely to leave as those who feel well-supported¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Unsupportive administration more than doubles the likelihood a teacher leaves their school, making administrative support the factor most consistently associated with stay/leave decisions. → Sutcher 2016
Evidence¶
Sutcher 2016¶
Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the U.S. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/coming-crisis-teaching doi:10.54300/247.242
q2 · i? · associational · r2
The report's analysis of Schools and Staffing Survey and Teacher Follow-Up Survey data (Figure 28 relates turnover probability to administrative support) found "teachers who find their administrators to be unsupportive are more than twice as likely to leave as those who feel well-supported."
"Our study found that teachers who find their administrators to be unsupportive are more than twice as likely to leave as those who feel well-supported."
Discussion¶
Related Claims¶
- Teachers who strongly disagree that their administration is supportive are more than twice as likely to leave as those who strongly agree — possibly the same claim (merge candidate)
- Working conditions, especially accountability pressures and administrative support, shape teachers' decisions to leave or stay — related
- Dissatisfaction is the most-cited reason for leaving, cited by 55% of profession-leavers and 66% of school-movers — related
- New teachers who feel supported and valued are reported to have up to 48% lower chances of leaving their position — related
- School organizational conditions—especially teacher classroom autonomy and faculty decision-making influence—are strongly related to minority teacher turnover — related
- Administrative support, student discipline, and faculty influence are associated with teacher turnover after controlling for teacher and school characteristics — possibly the same claim (merge candidate)
- Effective, supportive principals retain teachers, with the largest effects in high-need schools — related
- Teachers feel more in control and more competent when they have a formal plan for discipline and procedures — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
administrative-support-double-attrition-odds |
title |
Teachers who find their administrators unsupportive are more than twice as likely to leave as those who feel well-supported |
description |
Teachers who find their administrators unsupportive are more than twice as likely to leave as those who feel well-supported |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
recheck_by |
2021 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sutcher-2016 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.