Date of Award
Dissertation (799 registration)
Doctor of Education in Educational Leadership
teacher retention, rural, North Dakota, qualitative
An alarming number of educators are leaving the field within the first five years of employment. Midwestern rural schools experience a slightly higher percentage of turnover than do their urban counterparts. Due to this shortage of teachers, many districts across the nation have employed strategies to recruit and retain competent teachers. This qualitative study employs a phenomenological approach seeking to identify common themes among teachers who are long-staying teachers in a rural district (those with 1000 or fewer students). Both the social constructivism and teacher career cycle theoretical frameworks have been utilized to support the researcher’s understanding of rural teachers' feelings, perceptions, and experiences. Between five and eight rural teachers with no less than five years of experience will be selected from several regions across the state of North Dakota.
Jung, Jennifer A., "Positive Influences on Why They Stay: A Qualitative Study on the Contributing Factors to Teacher Retention in Rural North Dakota" (2021). Dissertations, Theses, and Projects. 579.