Teacher-Mediated Strategies and Administrative Interventions for Teacher Support: Basis for Policy Recommendation to Mitigate Fast Turnover of Teachers

The fast turnover of teachers poses a significant threat to educational stability, student achievement, and institutional effectiveness. This qualitative case study explored how teacher-mediated strategies and administrative interventions contribute to teacher support and, ultimately, teacher retention. Using a systems theory and transformational leadership framework, the study analyzed semi-structured interviews from five teachers and five administrators in the Prince George’s County Public Schools (PGCPS) district. Thematic analysis revealed that peer collaboration, structured mentorship, targeted professional development, and administrative support are essential in mitigating teacher burnout and promoting retention. However, inconsistencies in implementation, planning time, and communication create barriers to effective support. The study underscores the need for integrated, school-level and district-wide policy interventions that prioritize mentorship, workload management, and ongoing professional growth. The findings inform actionable policy recommendations aimed at improving teacher satisfaction and reducing turnover through a balanced approach that empowers teachers and strengthens administrative systems.