Date

3-10-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Constance Pearson

Keywords

leadership, transformational leadership theory, public education, educator shortage, teacher recruitment and retention, administration

Disciplines

Educational Administration and Supervision | Educational Leadership

Abstract

The purpose of this study was to interpret public school administrators' experiences with transformational leadership during an educator shortage. The research employed a hermeneutical-phenomenological approach, utilizing van Manen’s methodological data analysis procedures to capture the essence of the lived experiences of school administrators. Bass’s transformational leadership theory provided the framework for this study. Previous research has examined multiple factors related to leadership's connection to an educator shortage. This study aimed to explore administrators' lived experiences with the transformational leadership style and its impact on a teacher shortage in public schools. Using purposeful, convenience, and snowball sampling, school administrators were selected based on their ability to provide shared lived experiences and rich data on the transformational leadership style during an educator shortage. The data collection methods included a survey, interviews, journal prompts, and focus groups. The collected data was analyzed using van Manen’s (2023) approach to derive a common meaning from administrators’ leadership using the transformational style during an educator shortage. The data yielded three themes related to the use of transformational leadership during an educator shortage: a teacher-centered approach, a management-centered approach, and a student-centered approach. This study will provide valuable insights into school administrators' perceptions of leadership during an educator shortage, offering solutions to strengthen leadership support, increase retention, and reduce educator turnover.

Download

Share

COinS