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The Ahart Staff Index includes 30 items across six domains, each closely aligned with key performance indicators (KPIs). Drawing from the research of Dr. John Hattie and scholars using self-determination theory, the survey assesses critical factors such as staff satisfaction, retention, and professional growth, as well as student engagement, well-being, and achievement. In every case, the primary lever of change is school leadership, which is central to our intervention model.
Collective efficacy is the shared belief among staff that through collaboration, resilience, and skilled instruction, they can positively impact student learning, regardless of students' starting points. John Hattie's (2018) research shows that collective efficacy has one of the highest correlations with student achievement, with an effect size of 1.57, meaning it significantly boosts student outcomes and surpasses many other educational strategies. Goddard et al. (2004) found that schools with high collective efficacy experience greater teacher satisfaction and lower turnover, as teachers feel more effective, engaged, and supported, reducing burnout and frustration. Similarly, Donohoo (2018) emphasizes that collective efficacy fosters a sense of community and shared responsibility, which mitigates feelings of isolation and dissatisfaction, key factors in teacher attrition.
School culture refers to the overall environment and shared values within a school, where respect, orderliness, and kindness are promoted, and success for all students is prioritized. Kraft, Marinell, and Shen-Wei Yee (2016) found that schools with positive cultures of respect and inclusivity saw significant improvements in student achievement. These environments, where students feel safe and respected, foster greater academic engagement and success. Day et al. (2011) linked school culture to teacher retention, finding that welcoming, supportive environments improve job satisfaction and reduce turnover. Gruenert and Whitaker (2015) further emphasize that a culture of high performance and shared goals boosts both student achievement and teacher retention.
In the Ahart Index, we prioritize school leadership where leaders trust staff to make decisions, encourage open communication, provide necessary resources, and offer constructive feedback for professional growth. A study by Wang and Gagné (2020), based on Self-Determination Theory (SDT), highlights that when school leaders empower staff with decision-making autonomy, teachers report higher job satisfaction and intrinsic motivation. This leadership style fosters accountability and improves performance. Kwan (2019) emphasizes that effective communication in leadership, where leaders encourage staff input and provide clear feedback, creates a collaborative environment that boosts innovation and job retention. Similarly, Deci, Olafsen, and Ryan (2017) found that autonomy-supportive leadership enhances professional growth by providing the necessary resources and mentorship, creating a culture of continuous improvement and positive outcomes for both staff and students.
Staff agency refers to the empowerment of staff to address challenges, make decisions about teaching practices, and innovate, supported by mentorship, professional development, and a collaborative environment that fosters growth. Lavigne and Chamberlain (2021) found that when teachers feel empowered and supported in their professional growth, they are more likely to remain in their positions, reducing burnout and increasing job satisfaction, which are key to preventing turnover. Deci, Ryan, and Gagné (2017), drawing on Self-Determination Theory, emphasize that encouraging staff to innovate and explore new teaching strategies fosters creativity, confidence, and competence, improving both teaching effectiveness and teacher well-being. Access to mentorship reinforces this agency by providing valuable guidance. Collie, Shapka, and Perry (2016) linked staff agency to student achievement, noting that empowered teachers are more likely to implement effective strategies that meet students’ needs, leading to improved engagement and higher outcomes.
School safety refers to the extent to which staff and students feel physically secure, with minimal incidents of bullying, violence, or disruptive behavior, and a well-secured building that protects against intruders. Cornell et al. (2021) found that perceived school safety is closely tied to teacher retention. When staff feel safe and supported by clear policies on bullying, violence, and disruptions, they experience higher job satisfaction and are more likely to stay in their roles. Lindstrom Johnson et al. (2020) emphasized that students who feel safe are more engaged, miss less school, and perform better academically, as disruptive behaviors can hinder focus and achievement. Gage et al. (2019) also noted that secure environments and safety initiatives, such as anti-bullying programs, contribute to lower absenteeism, better mental health, and stronger peer relationships, all of which support academic and social success. Fostering a safe environment is therefore crucial for student performance and the retention of a dedicated, effective teaching staff.
Staff retention refers to the commitment of staff to remain at the school, shown through their intention to return, pride in being part of the community, satisfaction with the school’s direction, and willingness to recommend it as both a workplace and a place for their own children’s education. Simon and Johnson (2015) found that in low-income schools, where teacher turnover is higher, high staff retention is crucial for student success, as turnover can disrupt learning and negatively affect achievement. Teachers in these schools often face challenges like fewer resources and higher student needs, making the consistency of experienced staff vital. Leithwood et al. (2020) demonstrated that schools with high staff retention tend to have positive climates, where teachers feel pride and ownership, fostering an environment that supports both student behavior and engagement. Papay and Kraft (2019) further emphasized the reciprocal relationship between staff retention and school culture, showing that supportive, inclusive cultures reduce turnover and create a stable environment where both staff and students thrive, ultimately improving student achievement and overall school success.