Date of Award
2026
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Leadership and Innovation
First Advisor
Dr. Fred Estes
First Committee Member
Dr. Cory Rayala
Second Committee Member
Dr. Reyes Gauna
Abstract
This study took a closer look at how high school teachers perceive the ongoing teacher shortage, with particular attention to how workplace conditions and the broader school climate impact whether they choose to stay in the profession. Special focus was given to teachers in their first five years, a group especially vulnerable to early attrition. As the conversation around teacher turnover grows louder, this research seeks to better understand what’s driving teachers’ decisions from their own perspectives, not just policy data or administrative assumptions.
The study used a basic qualitative research design, relying on one-on-one, in-depth interviews to gather insights directly from high school teachers working at three different school sites in Central California. Participants were selected through purposeful sampling to include a diverse range of backgrounds, years of experience, and school environments. After conducting the interviews, data were examined using thematic analysis to surface meaningful patterns, recurring themes, and subtle nuances tied to teacher retention and working conditions.
A growing body of literature highlights key factors that influence teacher retention and attrition. Research suggests support from school leadership particularly principals play a significant role in teachers’ decisions to remain in the profession (Ingersoll, 2012; Kraft et al., 2016). Additionally, professional development opportunities, a collaborative and respectful school environment, and a sense of emotional safety are frequently cited as positive contributors
to teacher morale and retention. Conversely, studies have documented how excessive workloads, behavioral challenges in the classroom, and inadequate resources contribute to teacher stress, burnout, and eventual departure from the profession (Carver-Thomas & Darling-Hammond, 2017; Sutcher et al., 2016).
Pages
175
Recommended Citation
Brooks, Jeremy (2026). The Teacher Shortage Crisis: How Workplace Relationships Influence Retention, Attrition, and the Education Labor Market. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/4330
Included in
Adult and Continuing Education Commons, Community College Leadership Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Education Economics Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, International and Comparative Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Education Commons, Other Educational Administration and Supervision Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Secondary Education Commons, Secondary Education and Teaching Commons
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