Date of Conferral
8-19-2026
Date of Award
August 2026
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
James Bailey
Abstract
The problem that was addressed through this study is the over 10% departure of K-12 teachers following the onset of the pandemic, contributing to widespread teacher shortages in the classrooms in Texas. Guided by Bakker and Demerouti’s job demands and resources framework, the purpose of this study was to explore K-12 teachers’ perspectives on the demands and responsibilities as well as their reasons to leave the district or profession following the onset of the pandemic. For this case study, semistructured interviews were conducted with 10 teachers from the same district who voluntarily left between 2020 and 2025. Additional data on teachers’ perspectives were collected from state and district reports. Through thematic analysis, the following five themes emerged: Teachers resigned because of (1) lack of administrative support; (2) increased demands, most notably due to accountability pressures; (3) negative perspective of the work climate; (4) increased student behavioral challenges; and (5) limited autonomy and opportunity for input in revising processes. Campus administrators could build trust through consistent communication, strengthen support for classroom management, and implement consistent discipline procedures. These efforts have the potential to promote positive social change by enhancing teachers’ working conditions, which may increase teacher retention, strengthen instructional quality, and foster a more consistent and supportive learning environment for students.
Recommended Citation
Tran, Rose Pham, "Texas Teachers’ Perspectives on Work Experiences That Influenced Their Decision to Leave Their District or Profession Following the Onset of the Pandemic" (2026). Walden Dissertations and Doctoral Studies. 20722.
https://scholarworks.waldenu.edu/dissertations/20722
