Date of Conferral

2-26-2026

Degree

Ph.D.

School

Psychology

Advisor

Richard Thompson

Abstract

Retaining middle school teachers has become increasingly challenging due to factors such as burnout, limited leadership support, and high job demands. School administrators need to understand these factors as a key indicator contributing to elevated attrition rates. The purpose of this qualitative descriptive phenomenological study was to explore the lived experiences of middle school teachers regarding work-related autonomy, competence, and relatedness, and how these psychological needs contribute to their long-term commitment to the profession. Self-determination theory and Dahlberg’s reflective lifeworld research approach grounded this study. The participants were 11 U.S. middle school teachers with 5 or more years of professional experience. Data were collected using semistructured interviews. Six themes emerged from the thematic analysis that supported sustained commitment: (a) autonomy and agency, (b) relational belonging, (c) ethical integrity, (d) resilience amid strain, (e) pragmatic anchors, and (f) representation and identity. These findings illustrate how middle school teachers interpret their work, maintain motivation, and remain connected to their roles over time. The results indicate that persistence is influenced by structural supports as well as by meaning, purpose, and relationships. Recognizing the experiences of middle school teachers who stay offers school administrators valuable insight for improving school climates, strengthening leadership practices, and informing policies that support teacher well-being. The implications for positive social change include the potential for school administrators to create environments that cultivate autonomy, trust, and belonging, further enhancing teacher retention and promoting stable, supportive learning communities for students.

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