Date of Award
Doctor of Education (EdD)
Education Systems Improvement Science
Daniella Hall Sutherland
Kathryn Lee M D'Andrea
Noelle A Paufler
Teacher attrition rates are on the rise during a time that fewer individuals are entering the teaching profession. In an effort to increase the rate of teacher retention, I conducted an improvement science study aimed at identifying the factors that impact teacher satisfaction in order to positively impact teacher retention rates. The purpose of this study was to identify ways in which a school level administrator can positively impact the rate of teacher retention through school-based interventions. As a school principal, I identified two major findings. First, there are specific aspects of teaching that make it difficult and that elevate stress for teachers. Secondly, there are administrative responses that can be implemented to support teachers and positively influence their satisfaction. Recommendations for consideration include increasing administrative support in the areas of student behavior, parents, and content and application. Additionally, it is recommended that school principals can have a positive effect on the work load and expectations placed on teachers. Interventions can be implemented to help build positive working relationships and a positive work environment for teachers. Each of these recommendations is detailed in this study. Due to the implications of COVID-19, the implementation of interventions was not conducted during this research study. It is recommended that future studies utilize improvement science to assess the effectiveness of these recommended interventions in a more traditional school year.
LaBerge, Melissa Lynn, "The Use of Improvement Science by a Principal to Increase Teacher Satisfaction and Teacher Retention Rates in an Elementary School Setting" (2021). All Dissertations. 2835.