Campus Location

Dallas Campus (Online)

Date of Award

3-2020

Department

Educational Leadership

Degree Name

Doctor of Education

Committee Chair or Primary Advisor

Dr. Sandra Harris

Second Committee Member or Secondary Advisor

Dr. Simone Elias

Third Committee Member or Committee Reader

Dr. Scott Bailey

Abstract

The purpose of this qualitative case study was to describe strategies framed within transformational leadership that exemplary African American female principals implement to retain teachers in Texas high-poverty schools. Participants of this case study included 10 African American female principals from elementary, middle, high, and alternative Title 1 schools within the state of Texas. All of the principals had been on their campus at least 2 years and had a 75% or higher retention rate on their campus. The participants were asked questions based on the 4 categories of transformational leadership: idealized influence, inspirational motivation, individualized consideration, and intellectual stimulation. The researcher interviewed all the participants on their respective campuses, transcribed the data, member checked, and then analyzed for common themes. The findings indicated that effective communication, creating campus leadership teams, developing positive principal-teacher relationships, developing positive relationships with students and parents, and having a personal commitment to specific goals were important in retaining teachers. The findings also suggested that when principals effectively train staff, are attentive to the needs of staff, give staff positive praise and activities, and allow uninhibited conversations they are likely to stay on that campus. Implementing the Bambrick model, providing effective professional development (learning), and developing continual learners within the field of education were also found to increase teacher retention. In addition, when principals give teachers autonomy, engage in weekly reviews of lesson plans, and implement effective walkthroughs, teachers remain on their campuses. When all these strategies are completed with fidelity, the rate of teachers remaining in the profession should increase on campuses where African American and Hispanic students are the majority.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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