Award Date

May 2025

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Psychology, Leadership, and Higher Education

First Committee Member

Bradley Marianno

Second Committee Member

Blanca Rincon

Third Committee Member

Jacob Skousen

Fourth Committee Member

Joseph Morgan

Number of Pages

144

Abstract

This qualitative dissertation involved investigating the pivotal role of school leadership in shaping teacher turnover and support in the aftermath of the COVID-19 pandemic. The study was situated within the broader context of educational challenges, where teacher retention remains a critical concern. The pandemic introduced unprecedented disruptions to the education system, underscoring the need to understand how school leadership practices influence teacher retention and support in this new landscape. The COVID-19 pandemic fundamentally transformed the teaching profession, impacting every aspect of educators’ careers as evidenced by responses across the structural, human resource, political, and symbolic frames. Structurally, educators had to rapidly adapt to new formats and safety protocols reflecting dramatic shifts in daily routines. On the human resources front, the emotional toll of the pandemic was significant; teachers described setting personal boundaries to prevent burnout. Politically, resource allocation and policy inconsistencies further complicated the work environment. Symbolically, the loss of physical interaction, such as hugs and high-fives, redefined teacher identity and the emotional climate of the classroom. Collectively, these themes highlight that effective leadership, characterized by consistent support, transparent communication, flexibility in decision-making, and genuine care is crucial for maintaining teacher satisfaction and retention during times of crisis. The interplay of these structural, emotional, political, and symbolic factors underscores the vital role leadership plays in ensuring that educators feel valued, secure, and empowered to continue their work, even under the most challenging circumstances.

Keywords

Covid-19; Leadership; Retention; Teacher; Turnover

Disciplines

Educational Leadership

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/

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