Elementary District and School Administrators’ Descriptions of Best Practices and Challenges Regarding Teacher Turnover

Date of Conferral

11-6-2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary Hallums

Abstract

In the United States, teacher turnover has increased in elementary schools, and rural districts have higher than average teacher turnover. The problem addressed by this study was that school communities and their leaders need more understanding of how rural elementary administrators overcome challenges retaining teachers in rural southeastern schools in the United States. The purpose of this basic qualitative study was to explore elementary school administrators’ descriptions of best practices and challenges related to retaining elementary school teachers in rural southeastern school districts. The research questions were used to explore elementary school administrators’ descriptions of best practices used, and challenges faced when working to retain elementary school teachers. The conceptual framework was based on Hersey and Blanchard’s situational leadership theory, which indicates differentiated leadership styles maximize teacher growth and effectiveness. Purposeful sampling was used to invite eight elementary administrators with at least five years experience in rural southeastern schools to participate in semi structured interviews. Saldana’s four-step coding was used to analyze data for emergent themes. Results indicated that when leaders build the capacity of teachers, have strong interpersonal relationships, create trust, provide resources, maintain a supportive climate and culture, and address obstacles of rurality, rural teacher retention can be increased. Implications for positive social change include enhanced student success because students who are taught consistently by qualified educators tend to graduate from high school with stronger college or career and work-ready skills.

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