Theses and Dissertations

Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Abraham S. Fischler College of Education and School of Criminal Justice


Shery Bennett

Committee Member

Hardwick S. Johnson


extrinsic rewards, intrinsic rewards, longevity, motivation, pandemic, teacher retention


This dissertation investigated the critical issue of staff retention during and after the pandemic in public schools. Focusing on instructional staff, the study explored the impact of self-efficacy, relationships within the school setting, and administrators' support on their decision to remain in or leave their positions during these unprecedented times.

To comprehensively explore these factors, the research adopted a mixed methods approach. The quantitative component involved analyzing retention rates of instructional staff in public schools, taking into account variations in self-efficacy perceptions and the influence of supportive measures provided by administrators during and after the pandemic.

The qualitative component was gathered through open-ended questions on a survey, which allowed instructional staff to provide in-depth responses, insights, and personal experiences related to self-efficacy, the quality of relationships with colleagues administrators, and students, and the effectiveness of support received during this transformative period.

By integrating both quantitative and qualitative data, this mixed methods study aimed to offer a nuanced understanding of the intricate dynamics surrounding staff retention during and after the pandemic. The findings provided valuable insights into how self-efficacy, relationships, and administrator support interact to shape instructional staff’s decisions, leading to the formulation of targeted strategies to enhance self-efficacy perceptions, improve relationships within the school environment, and optimize administrator support. Ultimately these strategies contributed to the betterment of staff retention and the overall resilience and well-being of public schools in the face of ongoing challenges posed by the pandemic.