Date of Conferral

5-8-2025

Date of Award

May 2025

Degree

Doctor of Business Administration (D.B.A.)

School

Business Administration

Advisor

Elisabeth Musil

Abstract

Teacher turnover and low engagement levels present significant challenges for K-12 public schools, destabilizing academic progress and underscoring the need for educational leaders to develop sustainable strategies for teacher retention and positive work environments. The purpose of the qualitative pragmatic inquiry was to explore high-performing K-12 district educational leaders' strategies to enhance employee engagement and reduce turnover. The study involved six district or school-based leaders, all with over 10 years of educational experience and at least 2 years in leadership roles. The study was grounded in the self-determination theory and focused on autonomy, competence, and relatedness in influencing teacher engagement and retention. Data was collected through semistructured interviews and analyzed using Yin's 5-step process, leading to the identification of seven themes: (a) challenges to engagement, (b) enhancing engagement, (c) leadership influence, (d) organizational environment, (e) measuring engagement, (f) reengagement strategies, and (g) sustaining teacher motivation and retention. The recommendations drawn from this study suggest that principals, district administrators, and instructional leaders should implement mentorship programs, personalized professional development, recognition systems, and feedback tools rooted in autonomy-supportive practices. The implications for positive social change include the potential for school and district leaders to implement these recommended autonomy-supportive practices that can boost teacher morale, ensure consistent and high-quality instruction, close learning gaps, improve student outcomes, and ultimately promote greater social mobility and long-term economic growth.

Download

Share

 
COinS