This study sought to investigate teachers’ perceptions of leadership that impacted on teacher retention at a British International School in Saudi Arabia. The insider researcher conducted surveys and interviews adopting an ethnographic paradigm in a subjectivist ontological position with an interpretivist perspective on epistemology. This study highlighted ten teachers’ perceived teacher retention focused leadership activities. This may inform and be used as evidence to prioritise teacher retention focused leadership activities over others. All teachers in this study attributed their professional relationships with the senior leadership team to their retention.
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