Date of Conferral

10-6-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Dr. Mary Hallums

Abstract

The problem addressed was that education administrators struggle to reduce teacher shortages in rural public school districts in the Southeastern United States. Grounded in transformational leadership theory, the purpose of this basic qualitative study was three-fold: to understand what experiences education administrators had concerning teacher shortages, what practices they used to address shortages, and what strategies they deemed most helpful. Semistructured interviews were conducted with 10 state-certified administrators with at least 3 years’ experience in their role in one rural public school district in the Southeastern United States. Open and axial coding were used to support thematic analysis. Administrative experiences with teacher shortages developed their collective view of a multifaceted issue shaped by low pay, geographic isolation, housing scarcity, and certification barriers exacerbated by competition with nearby districts. Administrative practices used included fostering supportive relationships, providing a caring school culture and climate, avoiding teachers being overworked to burnout, and addressing limited provisions for adequate salaries and benefits. Administrators identified district-level teacher development programs with strong mentoring and appropriate professional development, signing bonuses, relocation incentives, licensure flexibility, and stronger support systems for teachers as most helpful. The implications for positive social change are that administrators can advocate for policy and practice changes that support their teachers’ emotional well-being, create a supportive school culture, and advance fair compensation. Supported teachers and boosted morale can enhance student learning.

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