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
Brandi R. Ray
Second Committee Member or Secondary Advisor
Julie A. McElhany
Third Committee Member or Committee Reader
Michael Papadimitriou
Abstract
Teacher attrition continues to be a significant challenge in K-12 education, particularly in rural school districts where limited resources and geographic isolation can intensify staffing instability. While much research has focused on teacher attrition, little research examines why tenured teachers choose to remain in rural districts. The purpose of this qualitative, single-case study was to examine the experiences and insights of tenured teachers regarding their decision to continue teaching in a small, rural Texas school district. Guided by Mason and Matas’s fourcapital framework for teacher retention, this study examined how human, social, structural, and positive psychological capital influenced teachers’ decisions to stay. The researcher collected data through semistructured interviews and reflective journaling with tenured teachers and analyzed the data using Braun and Clarke’s six-phase thematic analysis. Findings indicated that social and positive psychological capital were the most influential factors supporting retention. Participants emphasized strong relationships with colleagues, administrators, students, and the broader community, as well as a deep sense of purpose, belonging, and professional fulfillment. Structural capital, including supportive leadership practices, access to resources, and organizational stability, further reinforced teachers’ decisions to remain, while human capital was reflected throughout opportunities for professional growth. These findings highlight the importance of relational continuity, meaningful work, and supportive leadership in sustaining teacher retention in rural contexts.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
McLellan, Amanda F. and McLellan, Amanda F., "Staying Power: A Case Study of Teacher Retention in a Rural District" (2026). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 999.
https://digitalcommons.acu.edu/etd/999