Award Date

May 2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Public Policy and Leadership

First Committee Member

Jessica Word

Second Committee Member

Patricia Cook-Craig

Third Committee Member

Edgar Ramirez de la Cruz

Fourth Committee Member

Lisa Bendixen

Number of Pages

212

Abstract

This study explores the role of organizational culture and individual teachers’ psychological capital (PsyCap)—comprising of hope, efficacy, resilience, and optimism—in their retention decisions. Using the Competing Values Framework (CVF) and research from positive organizational psychology, the study examined how different types of organizational cultures either support or hinder teacher retention, both directly and indirectly through their influence on PsyCap. A mixed-methods research design was employed to gain a comprehensive understanding of the research problem by integrating quantitative findings with qualitative insights.The findings suggest that collaborative and innovation-driven school cultures play a critical role in enhancing teacher PsyCap and increasing the likelihood that teachers want to— and intend to—return to their schools the following year. In contrast, hierarchical and market oriented cultures showed no direct impact on teacher retention decisions. However, qualitative data highlighted the importance of trust in teacher-administrator and coworker relationships in supporting both PsyCap and teachers’ decisions to remain at their schools. Trust can be weakened in market-oriented cultures due to the competitive nature of such environments. The influence of hierarchical cultures on PsyCap appears to vary by teacher experience: newer teachers tend to prefer clear policies to guide their work, while more experienced teachers, confident in their abilities, rely less on such guidance—except when it comes to non instructional responsibilities, such as managing student discipline, where teachers across experience levels expressed a need for clarity and consistency. Future research should employ longitudinal designs to establish causality, explore the relationship between retention and teacher quality, and examine the career trajectories of surplus teachers.

Keywords

Collaboration Innovation; Mixed Methods Research; Organizational Culture; Psychological Capital (PsyCap); Teacher Retention; Trust

Disciplines

Educational Psychology | Public Administration | Public Affairs, Public Policy and Public Administration | Work, Economy and Organizations

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

Download

Available for download on Wednesday, May 15, 2030


Share

COinS