Date of Award
6-12-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Mahauganee Bonds
Committee Members
Lindsay Simmons; Randy Caffey
Call Number
ISBN 9798280760332
Abstract
Teacher shortages and high attrition rates challenge educational systems, impacting instructional quality, school culture, and student outcomes. Therefore, this study aimed to examine how school-level administrators influenced teacher retention among K-5 public elementary teachers in a rural South Carolina school district. Guided by Maslow’s Hierarchy of Needs Theory, the research explored how administrators meet teachers’ needs and how fulfilling these needs motivates them to stay. A qualitative, phenomenological approach was used, with semi-structured interviews conducted with eighteen certified K-5 teachers with at least five years of experience and actively employed in the district. The first research question examined teachers’ experiences with school-level administrators meeting their needs and the elements that motivated them to remain in their roles. Findings revealed that teachers who felt safe, supported, and valued by administrators were more likely to stay. Key factors included safe working environments, professional growth opportunities, workload management, open communication, access to resources, and fostering positive relationships. The second research question identified additional strategies administrators could adopt to improve retention. Participants emphasized improving workload management, providing targeted professional development, and enhancing communication with leadership. These findings suggest that the same elements currently influencing retention are closely linked to desired strategies, highlighting the need for consistency across all locations. The study concludes that school-level administrators significantly impact teacher retention by addressing teachers’ physiological, safety, belonging, esteem, and self-actualization needs. Meeting these needs fosters teacher satisfaction, commitment, and retention. Implications include adopting systematic practices to address these needs comprehensively, improving job satisfaction, enhancing student outcomes, and promoting positive school cultures. Recommendations include creating positive working conditions, offering professional growth opportunities, building relationships, promoting teacher autonomy, and ensuring open communication. Future research should expand the scope and methodology to include diverse educators, multiple districts, and varied school types. A mixed-methods approach could provide a more comprehensive understanding of how administrators influence teacher retention across different educational settings. Keywords: Teacher retention, school-level administrator, motivation, safety, administrator support, and working relationships.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Craddock, Summer, "Exploring the Elements Contributed by School-level Administrators that Influence Teacher Retention" (2025). Student Theses and Dissertations. 1055.
https://arch.astate.edu/all-etd/1055
