Introduction
In 2025, boarding schools face the same teacher retention pressures as day schools—but often intensified by residential demands, extended supervision, and the expectation that faculty engage in boarding life beyond the classroom. Retaining excellent teachers is essential not only for institutional continuity, but for preserving school culture, curriculum coherence, and student outcomes. This article explores strategies for boarding schools to retain great teachers by addressing burnout, compensation, and attraction—drawing on recent research and field examples.
The Challenge: Why Good Teachers Leave Burnout, Workload & Emotional Load
Teacher burnout is a systemic issue—studies find that even modest increases in workload, emotional stress, or control over one’s work correlate with higher attrition. In boarding settings, faculty are often expected to engage as dorm mentors, pastoral guides, or evening supervisors—amplifying workload and emotional labor.
Compensation & Financial Incentives
While higher pay alone is not a silver bullet, strategic compensation can influence retention. A study of voluntary compensation plans showed that differentiated pay based on performance or extra responsibility can reduce turnover in certain settings. Yet many schools lack flexibility to raise base salaries, especially independent or non-profit boarding schools. ERIC
Professional Autonomy & Decision-Making
Teachers who lack voice in decisions about curriculum, assessment, or school policies tend to leave. A team-based staffing model combined with decision-making authority showed significantly lower turnover—6.6 % vs 22 % in the study sample. gse.upenn.edu In
