Brian Thomas

Date of Award

8-2022

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Denise Knight, Ed.D.

Second Advisor

Alan Brown, D.A.

Third Advisor

Sallie Harper, Ph.D.

Abstract

Teacher attrition is a growing problem across the United States and in Alabama. The influence of COVID-19 has complicated teacher attrition by influencing - being and decisions to remain or leave education. Increases in teacher attrition will increase teacher shortages, which impact rural schools dramatically. This study was conducted in rural nor employment decisions during COVID-19. This mixed-methods research used an explanatory, sequential design to explain the findings of teacher attrition data collected from 51 rural schools and 28 non-rural schools with a case study of current and former teachers. Twenty educators participated in interviews to expound on the results of the quantitative analysis. The study revealed that COVID-19 has made a significant difference in teacher attrition in northeast Alabama but has not influenced rural public schools more than non-rural. The case study revealed that personal factors (health concerns, family health concerns, and better job opportunities) and employment factors (classroom demands, lack of administrative support, student discipline problems, and lack of parental support) were negatively influencing rural teacher attrition rates. Conversely, the intrinsic reward of teaching and external factors (belongingness, career advancement opportunities, administrative support, job benefits, and a safe and healthy environment) can encourage teachers to remain in education. The research findings have implications for the retention efforts of school leaders and policymakers.

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