Candidate Name: Lisa Maxine Simmerson
Program: Educational Leadership
Committee Chairs: Dr. Walter Hart
Committee Members: Dr. Debra Morris, Dr. Tisha Greene, Dr. Scarlett Zhang, and Dr. Henry Harris
Abstract:

Teacher retention remains a persistent challenge in low-income, high-minority (LIHM) public high schools, where chronic turnover undermines instructional continuity, school culture, and student outcomes. Although extensive research has examined the causes of teacher attrition, less attention has been given to the leadership practices that encourage long-term teacher retention in these settings. Grounded in transformational leadership theory, this qualitative study examined how principals’ attributes and behaviors influence veteran teachers’ decisions to remain in LIHM high schools within one North Carolina public school district (Bass & Avolio, 1985; Burns, 1978).

Using six semi-structured teacher interviews and two principal observations, this qualitative study found that teachers’ decisions to remain in LIHM schools were closely associated with leadership behaviors aligned with the four components of transformational leadership. Idealized influence was reflected in principals’ ethical conduct, consistency, visibility, and advocacy for teachers, fostering trust and professional respect. Inspirational motivation emerged through principals’ ability to articulate a clear, student-centered vision that unified staff and reinforced purpose. Intellectual stimulation was evident in leadership practices that promoted teacher autonomy, innovation, and meaningful professional learning. Individualized consideration was evidenced by emotional support, mentorship, and communicative practices that acknowledged teachers as professionals and individuals.

Collectively, these leadership behaviors contributed to positive working conditions, strong support and trust, and a sense of purpose, fostering commitment and retention among veteran teachers. This study adds to the teacher retention literature by highlighting transformational leadership as an essential element in supporting teacher longevity in LIHM high school settings. It offers implications for leadership preparation programs, district decision-making, administrators' professional development, and overall school improvement efforts in LIHM settings.