Abstract
This qualitative study explored principal leadership practices in addressing teacher recruitment and retention in rural schools. One-to-one interviews, a focus group interview, and a review of documents were the data sources for the study. The study produced three emergent themes from collected data: Influence of Structured Mentoring on Teacher Recruitment, Aligning Leadership with Rural Contextual Changes, and Leveraging Intentional Principal Support. Findings from the study conclude that principal leadership practices, including building supportive and transparent relationships with teachers and community, influence teacher recruitment and retention in rural school districts. The following recommendations are offered for related research in the field of principal leadership practices in addressing teacher recruitment and retention in rural schools. Rural teacher perspectives on principal leadership practices that influence teacher retention, rural teacher perspectives on factors affecting job embeddedness, and a study of rural school principal leadership practices in highly effective schools are recommended.
Date Dissertation Completed
4-2021
Document Type
Dissertation
Degree Name
Doctorate of Education
Department
Education Studies
Dissertation Advisor
Barbara Holmes
Dissertation Committee Members
DeJuanna Parker, Leo Brown, Joey Page
Location
Winona
Recommended Citation
Durnen, Amanda, "Principal Leadership Strategies in Addressing Teacher Recruitment and Retention in Rural Schools" (2021). Education Doctorate Dissertations. 3.
https://openriver.winona.edu/educationedddissertations/3
Comments
Information provided by the author: Amanda K. Durnen,
B.A. Gustavus Adolphus College;
M.A. Teaching and Learning, Saint Mary’s University
Ed.S., K-12 Administration, Winona State University
Ed.D., Winona State University
Chair of Advisory Committee: Dr. Barbara D. Holmes