Date of Award
1-23-2026
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Topeka Singleton
Committee Members
Jodi Elder; Kimbroly Kimbroly Pool
Abstract
The role of the school principal is among the most challenging and influential positions in education. Research demonstrates that principals are the second most significant in-school factor affecting student achievement, after classroom instruction, and that stable, effective leadership is crucial for fostering a positive school culture, promoting teacher retention, and improving student outcomes. Yet, principal turnover remains high, particularly in Title I schools serving low-income and minority populations, where unfavorable working conditions and limited systemic support exacerbate instability. This qualitative phenomenological study explored the perspectives of individual principals on their lived experiences within Title I K-8 public school districts located in Central Texas, as well as the challenges they experienced that made it difficult for them to persist in their roles. Guided by Self-Determination Theory, which emphasizes the psychological needs of autonomy, competence, and relatedness, the study investigated how principals perceived their ability to lead instructionally, support staff, and build community under demanding conditions. This study involved 12 principals in Title I K-8 public schools in Central Texas. Each participant had at least three years of experience as a Title I principal. Data collection consisted of a demographic questionnaire, a semi-structured interview, and a follow-up focus group with six participants. Participants’ responses were transcribed and analysed to identify common themes. The findings suggested principals persisted in leadership because of purpose-driven commitments to students and communities, supported by relationships, autonomy, and opportunities to build teacher capacity. However, they faced barriers such as high student needs, teacher turnover, limited district support, compliance burdens, and ineffective professional development. These challenges undermined autonomy, competence, and relationships, reducing sustainability. These insights contribute to research, practice, and policy by highlighting strategies to retain effective principals in Title I schools, ultimately promoting equity, stability, and improved student outcomes. Key Words: Title I schools, principal persistence, leadership sustainability, self-determination theory
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Walls, Lisa Islas, "Should I Stay or Should I Go? Principal Experiences and Persistence in Title I Kindergarten Through Eighth Grade Central Texas Schools" (2026). Student Theses and Dissertations. 1131.
https://arch.astate.edu/all-etd/1131
