Date of Award
Open Access Dissertation
College of Education
Doctorate of Education, Ed.D.
K. Candis Best, Ph.D.
Doris Dickerson, Ed.D.
Paul Wilhite, Ed.D.
Teacher retention, Title 1 schools, leadership
This dissertation is intended to complement the conversation in the social sciences about the challenging role of campus principals and the influence they have on teacher retention and job satisfaction. School principals are held accountable for creating positive change within the campus, therefore they supervise the operational and instructional supervision of the faculty and staff.
This study explores the distinct role of principal leadership and its requirements. Leadership in a Title I school, involves demands that related to the school’s success. Leadership style has the power to arouse or impede teacher success. School leaders must know how to operate the campus effectively, while simultaneously acting as an instructional leader. Retaining successful teachers will help meet campus expectations and all state and federal accountability requirements. In order to do so, school leaders must exhibit leadership skills and adopt practices that support the attainment of goals set by education guidelines set by legislature. Studies have shown an association of a principal’s leadership style to collaboration, working relationships, student achievement, and teacher retention. This study investigates the perceptions of teachers working at Title I campuses and the factors that determine how they feel about their working relationships, job satisfaction, and retention.
CU Commons Citation
Mead, Twanna L., "A Descriptive Case Study of the Impact of Leadership Style on Teacher Retention in a Title I School Campus in Texas" (2018). Ed.D. Dissertations. 214.