Date of Conferral

8-1-2026

Date of Award

August 2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Grace Lappin

Abstract

The problem addressed in this study was the approximately 35% attrition rate of teacher assistants (TAs) in a rural Head Start program. Grounded in Bakker’s job resources and job demands theory, the purpose of this basic qualitative study was to explore the experiences of TAs who chose to remain working in a rural Head Start program and the factors that influenced their decisions to stay. Data were collected by conducting semistructured interviews with 12 TAs from one Head Start program. Data analysis involved a deductive data analysis method with two categories, job resources and job demands, being predetermined by the study’s framework. The following four themes emerging: TAs noted (1) job resources were available; (2) job demands were numerous; (3) collaborative coworker relationships were essential; and (4) they carried great emotion concerning their jobs, positive and negative. Findings indicated that TAs primarily remained in their positions due to the strong relationships they developed with their coworkers. Based on these findings, a 4-day professional development for staff was developed to support TAs’ wellbeing and potential retention. The implications for positive social change are that support for TAs might increase retention which, in turn, will benefit students by providing consistent and supportive relationships with the children. This may lead to children’s positive developmental outcomes.

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