Campus Location
Dallas Campus (Online)
Date of Award
4-2026
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Dr. Christie Bledsoe
Second Committee Member or Secondary Advisor
Dr. Dana McMichael
Third Committee Member or Committee Reader
Dr. Javier Flores
Abstract
Rural school districts across the United States continue to experience persistent challenges in retaining teachers, particularly those from urban and suburban backgrounds who transition into geographically isolated rural communities. These educators often encounter professional isolation, cultural adjustment, and limited access to resources, which influence their long-term commitment to rural schools. The purpose of this qualitative case study was to explore how teachers from urban and suburban backgrounds experienced geographical and professional isolation in rural schools within a Texas Education Service Center region in a rural area and how leadership practices influenced their sense of belonging, place attachment, and retention. This study was guided by place attachment theory and employed a qualitative case study design. Participants included teachers and school leaders working in geographically isolated rural districts within a Texas Education Service Center region serving remote communities. Data were collected through semistructured interviews and analyzed using thematic analysis with a structured coding process. The research procedures focused on identifying patterns related to isolation, community integration, leadership influence, and the development of emotional, social, and psychological attachment to place. Findings revealed that the interaction of isolation, community belonging, leadership support, and adjustment to rural contexts shaped teacher retention in rural districts. Isolation emerged as an early and persistent condition influencing teachers’ professional growth, emotional well-being, and sense of connection. Community integration functioned as both a source of belonging and a relational demand requiring ongoing adaptation. Leadership played a critical role in reducing isolation and strengthening attachment through relational support, though structural constraints limited the impact of leadership alone. Place attachment developed over time through relational, contextual, and organizational experiences rather than through exposure alone. The study concluded that improving rural vi teacher retention requires intentional leadership practices, structured induction and mentorship, and systems that support social and professional integration. Addressing isolation and fostering belonging may strengthen teachers’ connection to rural schools and support long-term persistence in geographically isolated educational settings.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Saucedo, Martha Ms., "Rooted or Restless: Retaining Teachers From Urban and Suburban Backgrounds in Rural Texas" (2026). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 1006.
https://digitalcommons.acu.edu/etd/1006