Date of Award

12-11-2025

Degree Type

Dissertation

Degree Name

Doctorate of Education (Ed.D.)

Department

Educational Leadership

First Advisor

Eleni Elder

Abstract

This explanatory sequential mixed methods study examined teacher perceptions of factors influencing retention in high-poverty urban middle schools within Metro Nashville Public Schools. The research addressed the critical issue of teacher turnover in challenging educational environments, where retention rates significantly impact student outcomes. The study surveyed 68 teachers from five high-poverty middle schools, followed by in-depth interviews with six participants. Using Herzberg's Two-Factor Motivation Theory as the theoretical framework, the research investigated four key areas: intrinsic motivation, extrinsic motivation, professional development, and demographic factors affecting teacher commitment. Quantitative findings revealed that extrinsic factors demonstrated the strongest correlation with teacher commitment (r = .565, p < .001), particularly administrative support, staff recognition, and collegial relationships. Intrinsic factors showed a moderate positive correlation (r = .454, p < .001), with teachers reporting high levels of effectiveness in working with high-need students. Professional development factors showed minimal impact on commitment (r = .209, p = .087), while demographic variables (experience, race, age, education) showed no significant differences in commitment levels. Qualitative analysis identified four major themes: compensation and workload sustainability concerns, the essential role of administrative support and recognition, commitment to educational equity and student growth, and systemic challenges affecting teacher effectiveness. The study concludes that while intrinsic motivation attracts teachers to high-poverty schools, workplace conditions and administrative support are stronger predictors of retention. These findings suggest that effective retention strategies must address both teachers' sense of purpose and the practical working conditions necessary for sustained commitment to serving students in challenging educational environments.

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