Theses and Dissertations
Date of Award
2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Abraham S. Fischler College of Education and School of Criminal Justice
Advisor
David Weintraub
Committee Member
Deeb Kitchen
Committee Member
Kimberly Durham
Keywords
administrative support, post-COVID transition, state mandates, teacher attrition, teacher burnout, collaboration, curriculum development, teacher autonomy, parental support, transitional leadership
Abstract
This applied dissertation examined teacher attrition, a persistent challenge in K–12 education. Nearly 20% of teachers leave by their third year, with up to 50% departing by the fifth year. High turnover disrupts learning, strains resources, and diminishes educational quality, particularly in under-resourced communities. Addressing these issues is crucial for improving retention and fostering stability.
The study explored key factors driving attrition, including inadequate compensation, excessive workload, insufficient professional development, and limited administrative support, especially in the post-COVID era. Grounded in transformational leadership theory, the research highlighted the role of leadership in fostering morale and ethics rather than merely transactional interactions. It investigated how systemic challenges, evolving mandates, and administrative practices influence teachers' decisions to leave.
A qualitative approach was employed using semistructured interviews with 13 former teachers. Thematic analysis identified five themes which included lack of administrative support, teachers struggling with increased disciplinary actions, teachers facing restrictive policies limiting creativity and instructional autonomy, poor compensation and lack of financial incentives, and an increase in emotional toll due to the return from virtual to inperson instruction. Findings suggest the need for further research on post-COVID teaching experiences, including long-term mental health impacts and student aptitude. Future studies should focus on leadership-driven initiatives, such as structured mentorship programs and enhanced professional development, to create supportive environments that improve teacher retention and job satisfaction.
NSUWorks Citation
Malik Padgett. 2025. Factors Contributing to Teacher Attrition From the Perspectives of Teachers Who Left the Profession. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education and School of Criminal Justice. (827)
https://nsuworks.nova.edu/fse_etd/827.