Leadership, teacher retention, and growth in independent schools : a case study.
| dc.contributor.advisor | LeCompte, Karon N. | |
| dc.creator | Koppelberger, Debra Curry, 1973- | |
| dc.creator.orcid | 0009-0000-1437-5346 | |
| dc.date.accessioned | 2024-07-17T14:11:20Z | |
| dc.date.available | 2024-07-17T14:11:20Z | |
| dc.date.created | 2023-08 | |
| dc.date.issued | 2023-08 | |
| dc.date.submitted | August 2023 | |
| dc.date.updated | 2024-07-17T14:11:20Z | |
| dc.description.abstract | Teacher retention is a complex and critical issue. A wide range of causes contribute to teacher retention, attrition, and heightened teacher stress. Retention indicates teachers remaining in the teaching profession, and attrition refers to teachers leaving the education field (Arroyo, 2021). Schools need help to retain high-quality teachers due to increasing teacher shortages in the United States (Banghart, 2021; Carver-Thomas & Darling-Hammond, 2019; Darling-Hammond & Hyler, 2020; Podolsky et al., 2019). Teachers leave the profession primarily because of working conditions, stress (Redding et al., 2019), teacher training, and the campus population (Carver-Thomas & Darling-Hammond, 2019). Lack of support encompassing professional learning, mentorship, induction, and resources negatively impact teacher retention (Darling-Hammond & Hyler, 2020; Podolsky et al., 2019). With this qualitative case study, I aimed to illuminate the perceived influence relational leadership has on teacher retention, professional growth, and development. The study presents a qualitative single case study approach to tell the individual lived experiences of participants (Creswell & Poth, 2018; Stake, 1995; Yin, 2018). Data collected through semi-structured interviews and supporting artifacts illuminated three key themes that influence teacher retention: intentional professional support, purposeful behavior, and empowerment. I used a thematic analysis based on Hollander and Julian’s (1969) relational leadership theory. Implications of the study include creating teacher support through flexibility in scheduling and workload. Budget and staffing adjustments establish opportunities to shift work schedules and teaching loads. Additional training opportunities for school leaders through the regional accrediting agency regarding ways to influence teacher retention are crucial. Future research recommendations include exploring how political correctness explicitly and implicitly shapes school decisions and impacts school culture. A second recommendation includes expanding the study to include multiple independent schools to compare cases across a broader participant pool. Finally, exploring the addition of relational leadership training to pre-service teacher and administrator courses is an additional research recommendation. Relational leadership training creates a foundation for developing collegial relationships and a relational school culture, thus positively influencing teacher retention. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12826 | |
| dc.language.iso | English | |
| dc.rights.accessrights | Worldwide access | |
| dc.title | Leadership, teacher retention, and growth in independent schools : a case study. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
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