Date of Conferral

9-3-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

James Bailey

Abstract

This qualitative descriptive study addressed low teacher retention in the U.S. state of Missouri, where ineffective school leadership is often noted as a primary cause for why teachers leave the profession despite the existing Missouri Leadership Development System (MLDS) principal training. Guided by the job demands-resources theory, the purpose of this study was to explore award-winning teachers' perceptions of MLDS principal competencies as an influence on retention and gather suggestions for refinement. Phase 1 involved surveying 82 award-winning Missouri teachers on the appropriateness of the 41 principal competencies for retention where teachers ranked each competency. Survey data were analyzed to determine the relative importance of each competency, and the mean and standard deviation identified the highest and lowest-ranked competencies. Phase 2 involved semistructured interviews with 13 late-career, award-winning teachers. Interview data were analyzed using open coding to identify relevant themes. Based on the survey results, relational competencies (e.g., fostering collaboration, positive relationships) were highest ranked for retaining teachers, whereas the compliance competency and innovative leadership competencies were ranked lowest. Similarly, emergent themes in the interview data suggest that teachers desire (a) principal mentoring and collaboration, (b) input on school practices, (c) support for student behavior, and (d) foundational principal-teacher relationships. Recommendations include refining MLDS training to align with teacher-identified priorities. Revisions to principal training could contribute to positive social change by cultivating stronger leaders who better support teachers, potentially improving Missouri's teacher retention rate.

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