Stay Interviews and Teacher Retention in Private Schools

Abstract

Teacher retention remains a critical challenge in private K-12 schools, where high attrition rates can disrupt student learning and institutional stability. This study examines the effectiveness of stay interviews as a proactive strategy for improving teacher retention by identifying and addressing workplace well-being factors. Grounded in Seligman’s PERMA model of well-being, the research employs a mixed-methods approach, integrating quantitative survey data with qualitative interviews to gain a comprehensive understanding of teachers’ experiences and perspectives. The study was conducted at Presbyterian Christian School (PCS), where educators participated in a stay interview survey measuring workplace well-being and retention factors. The survey utilized a seven-point Likert scale and included open-ended questions to capture nuanced insights. In the qualitative phase, semi-structured interviews were conducted with teachers to explore key themes related to job satisfaction, work-life balance, organizational trust, and mental health support. Findings revealed that when stay interviews were followed through with meaningful action, they provided valuable improvements in workplace conditions, increased teacher engagement, and strengthened institutional trust. Teachers reported that effective stay interviews led to tangible changes in administrative support, resource allocation, and professional development opportunities. By integrating qualitative and quantitative data, this study provides evidence that well-executed stay interviews can serve as a powerful retention tool in private K-12 schools. The research underscores the importance of aligning stay interviews with broader school initiatives, ensuring actionable follow-up, and fostering a culture of trust and psychological safety.