A Case Study of School Leader Behavior and Practices Related to Teacher Well-being in Title I Schools 134 views

This study examines the growing crisis of teacher attrition in the United States, with particular attention to the high rates of early career teacher (ECT) departure and the disproportionate impact on high-poverty, Title I schools. While prior research identifies both district-level factors (e.g., compensation) and school-level factors (e.g., leadership, culture, and support) as contributors to attrition, this study focuses specifically on how school leadership influences teacher well-being as a means of improving retention. Using a comparative case study design, the research investigates leadership practices at three positive outlier Title I elementary schools within a single district that have demonstrated relative success in retaining teachers. The study contributes to the literature by highlighting the critical role of leadership in cultivating environments that support teacher well-being, particularly in high-poverty contexts where attrition pressures are greatest. It underscores the importance of relational, responsive leadership practices as a lever for retention. Based on the findings, two key recommendations are offered: (1) districts should establish clear accountability metrics related to teacher attrition and create collaborative structures for similarly situated schools to address retention challenges, and (2) school leaders should receive targeted professional development focused on assessing and responding to teacher well-being, including the use of improvement science and the development of leadership communities of practice.

EDD (Doctor of Education)

English

2026-04-14