Leadership Style, Teacher Efficacy, and Burnout: A Qualitative Study of Teacher Intention to Quit

Date of Award

Summer 2024

Document Type

Dissertation

Degree Name

Doctor of Education in Organizational Leadership (EdD)

Committee Chair

Valerie Storey

Committee Member

Linda Locke

Committee Member

David Mccurry

Abstract

Educators have the privilege of being able to teach, care for, and inspire students to be the best versions of themselves they can be. However, the multitude of stressors and pressures teachers face daily contribute to increasing teacher turnover and education instability. In fact, researchers in education report that teacher retention is the greatest challenge facing schools today (Carver-Thomas & Darling-Hammond, 2019). The purpose of this phenomenological qualitative case study is to understand the perceptions of educational stakeholders in an urban region of the western United States as they relate to retaining teachers experiencing burnout and low self-efficacy due to perceived insufficient supportive leadership (Arvidsson et al., 2016; Ford et al., 2019). The study will collect data from former and current teachers and principals to consider whether there is evidence of a relationship between teacher turnover, self-efficacy, burnout, leadership support, and intention to quit the teaching profession indefinitely. Findings may influence school leadership, teacher preparation, mentoring, state education policies, leadership practices, and retention.

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