The Role of Leadership and School Culture for Effective Teacher Retention: A Study Among Teachers and Leaders in Selected Private Schools in the UAE

Abstract

Abstract This study investigates how leadership practices and school culture impact teacher retention in UAE private schools, which face significant turnover challenges for expatriate educators. This study examines how transformational leadership and supportive environments influence teacher satisfaction and commitment. A mixed-method approach was used, combining quantitative surveys with qualitative questions for teachers and school leaders. The study was grounded in transformational leadership theory, organizational culture theory, and the job demands-resources model. The findings show that effective leadership and positive school culture are crucial for retaining teachers, with professional development, recognition, trust, and autonomy being important elements. The results revealed that leadership practices influence retention indirectly by shaping the school culture. The quantitative analysis revealed correlations between leadership, culture, and retention intention. The qualitative data highlighted the importance of supportive environments, collegial relationships, and fair treatment in teachers' decisions to stay. This study concludes that nurturing positive school cultures through transformational leadership is fundamental to improving teacher retention in UAE private schools. Recommendations include investing in leadership development, supporting collaborative climates, and implementing retention-focused policies. This study contributes to the understanding of the relationship between leadership, culture, and retention in the UAE's educational context, offering insights for school leaders and policymakers to enhance retention strategies. Keywords: leadership practices, school culture, teacher retention, UAE private schools, transformational leadership, professional development