Theses and Dissertations

Date of Award

2025

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

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

Advisor

Deeb Paul Kitchen

Committee Member

John Kellmayer

Committee Member

Kimberly Durham

Keywords

teacher attrition, teacher retention, urban schools, teacher shortage, burnout motivation

Abstract

This applied dissertation explored the factors influencing teacher retention and attrition in urban schools serving high concentrations of underserved racial/ethnic groups and economically disadvantaged students. Teacher attrition is a significant challenge in these schools, contributing to disparities in educational quality. Previous research by Geiger and Pivovarova (2018) and Russell et al. (2020) emphasizes the importance of teacher retention in improving student outcomes, yet many schools face ongoing struggles with losing qualified educators.

The purpose of this study was to identify key practices that promote teacher retention or contribute to their decision to leave. Guided by Social Identity Theory, this qualitative descriptive study examined teachers' experiences in urban schools to understand how their sense of belonging, identity, and group affiliation impacted their retention or departure. Social Identity Theory, developed by Tajfel and Turner, posits that individuals’ sense of belonging to a group—such as a school staff—affects their professional efficacy and decision-making. The study explored how factors like working conditions, administrative support, and professional development intersect with teachers’ identity formation and belonging within their schools.

The study focused on identifying practices that teachers perceive as promoting retention in underserved urban schools and those they believe contribute to attrition. By highlighting both retention-promoting and attrition-contributing factors, this study aimed to provide insights into how schools can better support and retain teachers in high-needs environments.

Using a qualitative descriptive design, data will be collected through semi-structured interviews with 10-15 teachers, recorded interviews, field notes, and member-checking procedures to ensure accuracy. Thematic analysis will be used to uncover patterns related to retention and attrition in these schools.

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