Document Type
Dissertation
Date of Award
2026
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
David Barker
Abstract
Teacher retention continues to be one of the greatest challenges that rural schools are facing across the United States. While many strategies have been implemented, such as financial incentives as a way to counter geographic isolation, there is limited information available on the impact that leadership and school culture have on a teacher’s decision to remain in a rural school. Having a stable teacher workforce in rural schools is vital in providing high quality instruction and opportunities for rural communities across the nation. Guided by Organizational Culture Theory (OCT), this qualitative comparative case study explored how school leadership practices and the school culture support teacher retention in three Nebraska Rural School Districts.
Subject Categories
Educational Administration and Supervision
Keywords
None Provided
Number of Pages
81
Publisher
University of South Dakota
Recommended Citation
Eldridge, Michael, "Why Teachers Stay in Rural Schools: School Culture and Leadership Practices" (2026). Dissertations and Theses. 436.
https://red.library.usd.edu/diss-thesis/436