Strategies to Improve Teacher Retention in American Overseas Schools in the near East South Asia Region: A Qualitative Analysis

Abstract

Using a qualitative analysis and drawing from sociological theory, this study examined reasons for teacher turnover and retention from a representative sample of 248 teachers in American overseas schools in the Near East South Asia region. Results suggested that the most important reasons to stay or move pertained to supportive leadership, teaching assignment, salary, benefits, and school's professional learning culture. Implications for leadership practice and policy development are discussed. Surprisingly, the impact of the worldwide economic recession during 2009, when the data were collected, appears to have had little impact on teachers’ decisions.