Mentoring and Coaching for Teacher Retention: Lessons from a Qualitative Case Study

This study addressed teacher retention and research-to-practice gaps in the literature related to classroom management coaching, as well as what types of teacher support are the best and why. The purpose of this qualitative case study was to explore the perceptions of teachers, campus administrators, and classroom management coaches regarding District A Independent School District's classroom management coaching model. The researchers of this study sought to better understand the perceptions of how the classroom management coaching model influences teachers' decisions to remain in the profession. The research was conducted using semi-structured Zoom interviews of teachers, administrators, and classroom management coaches in District A Independent School District. Findings indicated that teachers, administrators, and classroom management coaches perceived building relationships and building teacher efficacy as strategies that influence teachers' decisions to remain in the profession.