Semester of Graduation
Fall 2025
Degree Type
Dissertation
Degree Name
Educational Leadership
Department
Department of Educational Leadership
Committee Chair/First Advisor
Dr. Sheryl Croft
Second Advisor
Dr. Nichole Guillory
Third Advisor
Dr. Keneshia Harrington
Abstract
ABSTRACT
This phenomenographical study investigated rural teachers’ perceptions regarding their decisions to remain teaching in rural areas, with attention to experiences before, during, and after the COVID-19 global pandemic. The research was guided by two questions: (1) What experiences do rural teachers perceive impact their decision to remain teaching in rural school systems before, during, and after the COVID-19 global pandemic? and (2) How do rural teachers perceive the role of school administrators in retaining teachers in rural systems, before, during, and after the COVID-19 global pandemic? Participants were teachers who served in rural districts prior to, during, and after the pandemic. Data collection included demographic surveys and semi-structured interviews.
Findings revealed that teachers’ decisions to remain were shaped by community ties, professional autonomy, and emotional resilience. The pandemic intensified challenges such as isolation, burnout, and highlighted the importance of relational leadership. Teachers emphasized the value of feeling heard, supported, and respected by administrators.
The study concluded that rural teacher retention is rooted in lived experiences and perceptions of belonging and leadership responsiveness. Administrators who foster trust, prioritize well-being, and communicate transparently were viewed as essential to retention.
This research strengthened the understanding of rural teacher recruitment and retention by offering context-sensitive insights and practical strategies for school leaders. Recommendations included implementing relational leadership practices, investing in professional development tailored to rural contexts, and including teacher voice in decision-making.