Date of Award

Spring 8-1-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Steve Gruenert

Second Advisor

Ryan Donlan

Third Advisor

Alina Waite

Abstract

The purpose of this qualitative, single case study was to gain insight into the culture construct in relation to whether it contributes to teachers’ decisions to either leave or stay in a school for the long haul. The research questions of the study were the following: What is the influence of school culture on teacher retention? What aspects of school cultures inform teachers’ decisions to stay or leave the school or teaching profession? What measures instituted by school leaders help to sway teachers’ decisions to either stay or leave the school or teaching profession? Why do some school cultures tend to work in favor of teacher retention? Why do some school cultures discourage teacher retention? To collect data for the study, face-to-face interviews were conducted (one-on-one semi-structured interview with a school principal and a semi-structured focused-group interview comprised of teachers). Also data collection took place through the observation of artifacts and participants. The key research findings found are as follows: A school culture in which the leader exhibits a demonstrative vested interest in staff was a key element that positively contributed to teacher retention. A school characterized as having communication and operational systems in place to encourage collaboration among its members were facets of school culture that informed teachers’ decisions to stay in the teaching profession. A school leader who institutes measures to empower teachers and encourages connectivity among staff helps to influence teachers’ decisions to remain at the school. A school with a culture of intentionally using supportive programs works in favor of teacher retention.

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