Date of Award
6-12-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Mahauganee Bonds
Second Advisor
Lori Sanchez
Committee Members
Karen Buchanan
Call Number
ISBN 9798280760585
Abstract
School systems across the United States and worldwide face significant challenges due to a shortage of qualified teachers. These conditions negatively affect student outcomes and place additional financial burdens on school systems. Teacher shortages often lead to larger class sizes and increased workloads for existing educators, further exacerbating the issue. Addressing teacher retention is crucial to improving educational quality and stability within school systems. This qualitative phenomenological study explored the experiences and perceptions of relationships that influenced K-12 Louisiana Public School educators to remain in the profession. Guided by Herzberg’s Two-Factor Theory, the research emphasized intrinsic factors that contributed to teacher retention, such as meaningful relationships with key stakeholders, and passion for the profession. The study involved 18 certified educators from Louisiana public schools, with six participants each from the elementary, middle, and high school levels. Each participant had at least three years of teaching experience. Data collection included demographic surveys and semi-structured interviews. Participants’ responses were analyzed to identify common themes related to their decisions to stay in the classroom. The first research question explored teachers’ experiences that contributed to their retention in the profession. Findings revealed that intrinsic motivators such as continuous learning and making a difference in students’ lives significantly influenced their commitment to teaching. Additionally, external benefits such as retirement, vacation time, and personal advantages also contributed to their persistence. The second research question examined teachers’ perceptions of their relationships with students, faculty, administrators, parents, and the broader community. Participants emphasized that these relationships played an essential role in their decision to continue teaching. Many educators expressed that strong relationships provided a sense of belonging within their school, enhancing job satisfaction and professional fulfillment. This study highlighted the importance of fostering supportive relationships among educators, administrators, parents, and the community. Recommendations for practice include promoting continuous professional development, enhancing teacher autonomy, strengthening support systems, and implementing initiatives for recruiting and retaining a diverse teaching workforce. Future research should explore diverse school settings, different geographic regions, and varying levels of teacher experience while incorporating mixed method approaches to gain a more comprehensive understanding of teacher retention factors.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Benoit, Brittany, "Exploring K-12 Educators Remaining in the Profession in Louisiana Public Schools: A Phenomenological Inquiry" (2025). Student Theses and Dissertations. 1051.
https://arch.astate.edu/all-etd/1051
