Date
8-20-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Heather Strafaccia
Keywords
Education, leadership, leadership styles, Title I, elementary school, administrator, teacher, retention, job satisfaction, morale, motivation hygiene, motivation, Herzberg, school, perceptions of leadership, principal, rural schools
Disciplines
Education | Educational Leadership
Recommended Citation
Spotz, Savannah, "The Perceptions of Leadership Styles on Educator Job Satisfaction Leading to Retention in Rural Title I Elementary Schools: A Transcendental Phenomenological Study" (2026). Doctoral Dissertations and Projects. 8857.
https://digitalcommons.liberty.edu/doctoral/8857
Abstract
The purpose of this transcendental phenomenological study was to describe the administration leadership style on job satisfaction retention for elementary educators at rural Title I elementary institutions in Delaware. The problem was that elementary teachers have limited job satisfaction retention influenced by administrator leadership style. This study was guided by Herzberg’s motivation-hygiene theory. The study applied a purposive sampling technique to recruit 10 elementary educators of any race, gender, and ethnicity who have worked for two or more years at a rural Title I institution in a Northern state. Individual semi-structured interviews were used to gather data, along with long-answer scenario journal prompts and direct observations. Saldana’s level 1 and level 2 coding was used to examine the data. By adding to the body of knowledge, educational stakeholders can utilize the study’s findings to collaborate on reducing educators’ attrition by enhancing organizational morale and job satisfaction. Results indicated that supportive leadership practices characterized by trust, communication, visibility, recognition, and professional respect positively influenced educators’ job satisfaction and commitment to remain in the profession. Participants consistently identified relational leadership behaviors as critical factors in fostering a sense of value, support, and belonging within their schools. The findings suggest that educator retention is influenced not only by workplace conditions but also by the quality of interactions between educators and school leaders. Educational leaders who intentionally cultivate trust, collaboration, professional autonomy, and emotional support may positively influence educator satisfaction and long-term retention.
