Date of Award

8-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Marylou Wilson

Second Advisor

Philip Pendley

Third Advisor

Bendta Friesen

Fourth Advisor

Stephanie Herrera

Abstract

Purpose. This qualitative study aimed to identify and describe the factors influencing teacher retention in K-12 public schools in rural Hawai’i, as perceived by K-12 public school teachers examined within the framework of Mason and Matas’ (2015) conceptualization of four capital factors: human, social, structural, and positive psychological. Methodology. This qualitative study intended to identify factors that influenced teachers in rural Hawai’ian communities to remain in the profession. Convenience purposeful sampling was used to identify the nine teachers who participated in this study. The Four Capital Framework for Teacher Retention was used to guide the questions used in the interviews, which provided valuable information. Artifacts were reviewed to provide additional information related to the study.

Findings. Examination of qualitative data from nine teachers participating in this study indicated the impact of the capital elements of Mason and Matas’ (2015) framework on teacher retention within K-12 education in rural Hawai’i. Findings from this study include 19 themes, six key findings, six major findings, and three unexpected findings. Conclusions. Five conclusions were drawn from this study’s findings to describe the impact of the four capital elements of Mason and Matas’ Framework (2015) on teacher retention.

Recommendations. The findings from this study have led to three recommendations for further research to understand better teachers’ experiences in K-12 public education and how these experiences relate to teacher retention in Hawai’i. Further research could also include school principals and district—and state-level leadership to learn their experiences and perspectives on teacher retention.

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