Unpacking Teacher Turnover: An In-Depth Analysis of Factors Influencing Teacher Departure

Date of Award

5-9-2026

Degree Name

Ed.D. in Leadership for Organizations

Department

Department of Educational Administration

Advisor/Chair

James Olive

Abstract

This dissertation investigates teacher attrition and the factors contributing to educators’ decisions to leave the profession at increasingly concerning rates. A range of influences, such as student behavior, teacher well-being, mentorship and professional development, and school culture and climate, have been identified as central to the widespread departure of teachers. This study seeks to address these challenges by examining how structured tools and frameworks may alleviate critical gaps in support, thereby contributing to a more sustainable and future-oriented educational workforce. An extensive review of the literature informed the identification of common barriers to teacher retention and provided a foundation for a critical evaluation of current initiatives at Brightside Elementary School (BES). Theoretical perspectives on teacher attrition, including the Four-Capital Theory, guided the development of semi-structured interviews with current BES educators. These interviews were designed to illuminate teachers' lived experiences and expectations and to inform a comprehensive action plan to support their professional needs better. Qualitative analysis revealed several interconnected themes across participants’ responses. The findings indicate that teachers frequently feel overextended and frustrated by existing policies and practices. Notably, however, all participants identified their commitment to students and their passion for teaching as primary reasons for remaining in their positions and in the profession. To respond to these identified challenges, an action plan was developed to target key areas of concern. The program comprises four principal objectives: (1) implementing a structured mentorship program for novice and struggling teachers; (2) developing a robust teacher well-being initiative; (3) cultivating a comprehensive plan to enhance school culture and climate; and (4) establishing a school-wide student behavior framework. The proposed program emphasizes the successful creation and implementation of these frameworks by proactively removing common obstacles faced by educators and administrators. The action plan offers clear pathways that reduce the gap between conceptualization and execution. This strategic approach aligns with BES’s mission-driven values and supports a holistic model of educational practice.

Keywords

Education, Education Philosophy, Education Policy, Educational Leadership

Comments

OCLC No. 1591829034

Rights Statement

Copyright 2026, author.

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