practice of the socia l and emotiona l
competencies needed to thrive in this
meaningful career. It is essential that
pr incipa ls c reate c u lt u res in wh ich
they model healthy practices and pro-
vide opportunities to build emotional
awareness, listen, ref lect, and consider
the perspectives of others. In doing so,
leaders will create the trust and ful-
f illment teachers need to sustain their
commitment to the profession.
References
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Teacher retention issues: How some princi-
pals are supporting and keeping new teach-
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664-698.
Collie, R., Shapka, J., Perry, N., &
Martin, A. (2015). Teachers’ beliefs about
social-emotional learning: Identifying
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Darling-Hammond, L. (2001). The chal-
lenge of staffing our schools. Educational
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Goddard, R. D., Hoy, W. K., Woolfolk
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Theoretical developments, empirical evi-
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Jennings, P., Frank, J., Doyle, S., Oh, Y.,
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MetLife survey of the American teacher:
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content/dam/microsites/about/corporate-
profile/MetLife-Teacher-Survey-2012.pdf
New Teacher Center. (2016). Learning to
thrive, in school and beyond: Social, emo-
tional, and intellectual elements combine
in every learning moment. Retrieved from:
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Osher, D., Kidron, Y., Brackett, M.,
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Dr. Debra Bukko currently serves as
Associate Professor and Director of
the Doctoral Program in Educational
Leadership at California State University,
Stanislaus. She enjoyed a 30-year
career as a teacher, school, and district
administrator.
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Leadership