Self-Reflection: A Key to Quality Employee Retention

Who am I? What kind of a school leader or employer am I? What do I do or offer in my leadership style and people management that other leaders do not? What kind of work culture do I foster? “Employees stay for things they get uniquely from you… Identify it and build hiring, training, and all other processes on the things that are uniquely you.”[1] Kaye and Jordon-Evans describe this type of leader as a “Love ‘em leader.” [2]

Am I the type of school leader that demonstrates appreciation for my staff? Does the school invest in and nurture the professional and personal growth of all of the faculty and staff? Do I regularly look for opportunities to recognize achievements? Do I challenge and respect our faculty as trained professionals? If so, these are the secrets to retaining the valued members of the team. “To fix employee retention you need to fix the management staff itself. Now you can’t fix everyone, sometimes you can’t fix anyone, but you can fix yourself.”[3]

The leadership style and supervision model employed by school heads, principals, coordinators, department chairs, and even grade-level leaders, has the greatest influence on faculty and staff retention. Trusted school leadership has the greatest power and means to reduce turnover and increase staff retention. “Why? Because the factors that drive employee satisfaction, engagement, and commitment are largely within your control. And the factors that satisfy and engage employees are the ones that keep them on your team.”[4]

©2017 Toby A. Travis, Ed.D.


 [1] Finnegan, Rethinking Retention in Good Times and Bad, 244-245, Kindle.

[2] Beverly Kaye and Sharon Jordan-Evans, Love ‘Em or Lose ‘Em: Getting Good People to Stay (San Francisco: Berrett-Koehler Publishers, 2014), 205-207, Kindle.

[3] Conness, Employee Retention, 307-308, Kindle.

[4] Kaye and Jordan-Evans, Love ‘Em or Lose ‘Em, 463-467, Kindle.

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