An Examination of Recruitment and Retention Strategies of High-Performing Public School Districts in Missouri

Teachers are the most-significant controllable factor that leads to student achievement (Hattie & Anderman, 2013). Accordingly, recruiting and retaining high-quality teachers are the most-significant variables for student success that can be controlled by school leaders (Fraynd, 2013). The purpose of this study was to examine teacher recruitment and retention strategies of high-performing public school districts in Missouri. Specifically, this study was designed to compare the perceptions of human resource directors and teachers to identify trends, commonalities, and differences to more fully understand the recruitment and retention of teachers. Participants received an online survey to elicit their perceptions of effective recruitment and retention practices. The survey responses were reported and analyzed using descriptive statistics as the primary data analysis technique. The data were interpreted, explained, and expounded upon using numerical indices, tables, and figures. The most-prevalent consistencies of human resource director and teacher perceptions included “why teachers leave a district” and “effective methods to retain teachers.” However, findings revealed inconsistencies in terms of the mostinfluential teacher recruitment tool. The inconsistencies between the perceptions of human resource directors and teachers only further complicate and reinforce the need to align hiring practices between school districts and potential teaching candidates