Teachers’ perceptions of teacher turnover in inner-city schools

The public K-12 education system poses many challenges that cause teachers to relocate schools or leave the profession altogether. Inner-city schools face an increasing and alarming rate of teacher turnover. Factors influencing teacher turnover also influence student learning and teacher wellbeing. This phenomenological study examines four teachers’ perspectives of the factors that made them leave or stay in inner-city schools. Through data analysis, the findings of the study suggest that teachers leave inner-city schools due to a lack of resources, negative school community, and lack of support, and that they choose to stay in inner-city schools for reasons related to positive relationships and positive school community. Recommendations related to improving teacher retention within inner-city schools include providing more staffing and resources to those hired into inner-city schools, particularly new teachers. More research should be done to explore professional development and training for teachers working in schools with students with diverse needs, especially those with mental health concerns and trauma.