How School Leaders Can Increase Teacher Satisfaction in a Rural Fringe High School in South Carolina
Date of Award
8-2024
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education and Organizational Leadership Development
Committee Chair/Advisor
Dr. Noelle Paufler
Committee Member
Dr. Sherry Hoyle
Committee Member
Dr. Hans Klar
Committee Member
Dr. Jacqueline Malloy
Abstract
Unfilled teaching positions are rising in South Carolina, increasing year over year. To combat this problem of practice, I conducted an improvement science study to understand factors that impact teacher satisfaction levels aimed to raise teacher retention rates. The study aimed to allow teachers to identify areas that school administrators can target to positively affect teacher satisfaction levels. I created a change idea based on this teacher feedback to impact their retention decisions. As an educator, I have identified three major themes in this area. First, influence over their profession impacts teachers' decision to return to their position each year. Secondly, opportunities for professional growth have the potential to impact teacher retention decisions and overall satisfaction. Lastly, teachers who feel their administrators provide adequate support have more positive feelings towards their school and profession. In terms of implications, school administrators who take the initiative to listen to teachers can positively impact their retention rates.
Recommended Citation
Dyer, William T., "How School Leaders Can Increase Teacher Satisfaction in a Rural Fringe High School in South Carolina" (2024). All Dissertations. 3725.
https://open.clemson.edu/all_dissertations/3725