Making Do: Why Do Administrators Retain Low-Performing Teachers?

Abstract

Previous reports suggest that administrators rarely dismiss low-performing teachers despite the changing policy landscape allowing them to do so. This brief uses survey data from Tennessee to investigate the underlying reasons explaining administrators’ decisions to retain low-performing teachers.

Key Findings

1. The presented analysis suggests that administrators largely retain low-performing teachers due to a persistent belief that these teachers will improve with time.
2. further analysis presents some evidence regarding observable improvement among low-performing teachers.

Suggested Citation

Rodriguez, L. A., & Hunter, S. B. (2021). Making Do: Why Do Administrators Retain Low-Performing Teachers? Educational Researcher, 50(9), 673-676. https://doi.org/10.3102/0013189X211039450