Abstract
ABSTRACTPurpose:
The purpose of this qualitative phenomenological study was to explore elementary teachers’ perceptions of how leadership practices and school culture influence teacher retention, with attention to the role of self-leadership in supporting teachers’ decisions to remain in the profession.
Theoretical Framework: The study was guided by Self-Leadership Theory (Manz & Neck), which emphasizes individuals’ ability to regulate their thoughts, behaviors, and motivations to influence their professional experiences and outcomes.
Methodology: This study employed a qualitative phenomenological research design to explore teachers’ lived experiences and perceptions. Participants included 10 elementary teachers who were selected using purposeful sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis following the procedures outlined by Braun and Clarke.
Findings and Conclusion: The findings revealed that leadership practices, supportive school culture, and positive relationships significantly influenced teachers’ decisions to remain in their schools. Participants emphasized the importance of trust, communication, collaboration, and feeling valued by school leaders. The results suggest that educational leaders who intentionally cultivate positive school cultures and supportive leadership practices may contribute to improved teacher retention in elementary schools.
Recommendations: Recommendations include promoting leadership practices that prioritize trust, collaboration, and teacher voice, as well as conducting additional research on the relationship between leadership, school culture, and teacher retention in diverse educational contexts.