Journal of K-12 Educational Research 29 district levels to perform a study related to the actual cost incurred when a teacher leaves. The findings related to RQ3, which was a qualitative exploration of principals’ perceptions of the unseen costs related to teacher turnover, were similar to reviewed literature and previous studies. The findings, based on literature reviewed, were what the researcher expected. Multiple principals reported the frustration that when a teacher left their school— all of the training they had received was lost. Previous studies have highlighted that there is no return on the investment of professional development when a teacher leaves a school (Odden et al., 2002; Synar & Maiden, 2012). Multiple studies also pointed out the cost of professional development is difficult to track because it involves many elements such as administration costs, resources, travel fees, and time (Odden et al., 2002; Watlington et al., 2010). The current study revealed that principals spent a considerable amount time hiring teachers each year. This is time that could be spent on professional growth, student achievement initiatives, or other campus improvements. This aspect is what makes many of these costs hidden and difficult to track. To gain a true cost analysis, a district would not only have to track personnel hours and resources but also factor in the time that was lost. The impact of teacher turnover is costly and the burden is felt, not only by administrators but the entire campus (Bland et al., 2014). School leaders at both the campus and district level should make every effort to invest and improve the working conditions on each campus. This has been shown to be connected to teacher retention and job satisfaction (Ingersoll, 2001; Ladd, 2011; Smith, 2014). By increasing retention rates, school districts can save money, resources, and time. Conclusions The purpose of the current study was to examine the cost of teacher attrition and the impact on student achievement. Teacher turnover has consistently been a hindrance to student achievement and school culture for decades. While some attrition is natural and, at times, necessary, the overwhelming body of research suggests that it is a financial burden on school districts and a detriment to student achievement. This national dilemma is magnified and more catastrophic in schools that have a high number of students from poverty and historically low-performing. Low performing schools, especially those with a high number of economically disadvantaged students, have felt the burden and stress associated with making drastic improvements related to student achievement. This can feel like a vicious cycle, like a hamster stuck on a wheel, as schools repeatedly work to improve student outcomes through professional development and school initiatives only to lose teachers at the end of the year and repeat the entire process. While studies have shown that a highly qualified teacher with experience can have a profound impact on student outcomes, not enough is being done to recruit and retain these professionals on low performing campuses. Knowing that retaining strong educators on a campus is the key to improving student achievement, not enough is being done to reverse this trend. Stakeholders need to acknowledge that some campuses are more difficult to work in than others and create strategic plans focused on providing incentives and programs aimed at reducing teacher-turnover. School districts spend millions of dollars replacing teachers annually. In addition to the obvious costs, it is difficult to put a price on the intangibles that occur when teachers leave a school. Stakeholders should not underestimate how school culture, collaboration, and ongoing professional development impact student outcomes. School leaders should make intentional, creative, and bold plans aimed at retaining teachers, otherwise this unfortunate cycle will continue to prevent schools from breaking through that invisible glass ceiling of improvement. The current study can be used to further understand and research the issue of the cost of teacher turnover and the impact on student achievement. Many underperforming schools have been unable to break the cycle of low student achievement because they are constantly starting over with new teachers. Ultimately, our students are the ones who are paying the high price of teacher turnover. If school leaders are serious about improving student outcomes, greater attention and effort should be devoted to retaining highly qualified teachers.
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