Campus Location
Dallas Campus (Online)
Date of Award
5-2025
ORCID
https://orcid.org/0009-0006-3384-1959
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Melinda Carver
Second Committee Member or Secondary Advisor
Christine Bledsoe
Third Committee Member or Committee Reader
Janet Tareilo
Abstract
Teacher retention presents a critical challenge for small to midsized school districts, often compounded by limited resources and unique community dynamics. Using Herzberg’s twofactor theory, this qualitative study explored factors influencing teacher retention in districts with retention rates exceeding 85%. Semistructured interviews with nine teachers examined the impact of hygiene factors, such as administrative support and compensation, and motivators, like autonomy and professional growth. Thematic analysis revealed that administrative support and equitable workloads prevent dissatisfaction, while motivators such as meaningful relationships, recognition, and relevant professional development drive commitment. Professional development emerged as both a motivator and a hygiene factor based on quality and accessibility. The findings emphasize balancing extrinsic needs with intrinsic motivators, emphasizing supportive leadership, tailored professional development, and community engagement. Recommendations include improving leadership training and addressing workload concerns. Future research should explore retention across varied contexts and through longitudinal studies.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Ewton, Karen Shaw, "Why Teachers Stay: A Multiple Case Study of Retention in Small to Midsized Schools" (2025). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 869.
https://digitalcommons.acu.edu/etd/869