Date of Conferral

2-26-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Kathleen Kingston

Abstract

While numerous studies have addressed teacher turnover, significant research gaps still exist, highlighting the need for further investigation. The problem addressed in this study was the high teacher turnover rate in a high school compared to its district counterparts in a northwest Oregon school district. Guided by Hersey and Blanchard’s situational leadership theory, the purpose of this basic qualitative study was to explore high school teachers’ perceptions of leadership practices that support teacher retention in a northwest Oregon school district with a high turnover rate. Twelve high school teachers currently employed in the school district with at least five years of teaching experience participated in semistructured interviews. Thematic analysis with open coding was used to identify patterns and themes in the data. The analysis revealed four distinct themes that aligned with the various leadership styles outlined in situational leadership theory. These themes included building positive relationships, empowering teachers while granting autonomy, fostering positive school cultures, and cultivating a culture of collaboration and community engagement. By instituting leadership practices such as these, teacher turnover may be lessened, creating a more experienced teacher workforce in high schools. With more experienced, long-serving teachers, students are likely to benefit from superior instruction and better outcomes, thereby fostering positive social change over time.

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