Date
12-16-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
James Sigler
Keywords
education, self-efficacy, leadership styles, teacher retention
Disciplines
Education
Recommended Citation
Carter, Kayla Francena, "A Transcendental Phenomenological Study of the Influence of Leadership Styles on Teacher Retention in Rural Schools in South Carolina" (2025). Doctoral Dissertations and Projects. 7865.
https://digitalcommons.liberty.edu/doctoral/7865
Abstract
This transcendental phenomenological study explored the influence of principal leadership on teacher retention in rural schools in South Carolina. Grounded in the theoretical framework of self-efficacy, the study examined how specific leadership behaviors and practices shape teachers' decisions to remain in or leave their positions. The central research question guiding this study was: How does a principal's leadership style impact teacher retention in rural areas in South Carolina? A purposeful sample of 12 certified elementary, middle, and high school teachers with at least three years of experience working in rural schools participated in the study. Data was collected through open-ended surveys, individual interviews, and a reflective letter-writing prompt. The findings were analyzed using Delve to identify recurring themes and patterns across data sources. The results revealed that relational leadership practices, including building trust, providing recognition, and promoting inclusion in decision-making, have a significant influence on teacher motivation, professional confidence, and retention in rural schools. The study offers practical implications for school leaders and policymakers seeking to strengthen teacher retention through relational, human-centered leadership approaches.
