Abstract
This improvement science dissertation in practice investigated the influence of leadership support, collaboration, and recognition on teacher attrition. The study occurred over the course of two years on two suburban secondary campuses, in neighboring independent school districts. Voluntary participants included certified teachers, administrators and counselors. The two-phase, Plan-Do-Study-Act (PDSA) cycles involved the collection of quantitative and qualitative data emphasizing teacher perceptions through surveys and focus groups to evaluate campus culture and climate before and after implementation of the intervention. Phase two incorporated the targeted intervention; focused on public recognition of teachers within the school setting; specifically examining whether public recognition would enhance a teacher’s intent to remain on campus. Findings indicated that teachers expressed a clear preference for personalized, private acknowledgment over public praise. The study’s data revealed that teachers who perceived recognition efforts positively were more likely to stay, while those who did not, were more inclined to consider leaving. Future research should explore the long-term impacts of recognition strategies and further differentiate the effects of public versus private recognition. Overall, the results of the study accentuate that teacher retention is a multifaceted issue requiring comprehensive strategies that address leadership, collaboration, recognition, and systemic support for teachers.
Date of publication
Summer 7-21-2025
Document Type
Dissertation
Language
english
Persistent identifier
http://hdl.handle.net/10950/4868
Committee members
Dr. Forrest Kaiser, Dr. Brandon Bretl, Dr. Gary Miller
Degree
Ed. D. in School Improvement
Recommended Citation
Brown, Stephany D., "From Perception to Retention: The Influence of Campus Culture and Climate on Teacher Attrition" (2025). Education Theses and Dissertations. Paper 34.
http://hdl.handle.net/10950/4868