The role of teacher efficacy and administrative support in teacher retention.

Using mixed methods, this study investigated the complex relationships between teacher self-efficacy, administrative instructional support, and teacher retention in a small, all-girls Catholic high school. This study examined how a teacher’s individual and collective confidence and administrative instruction support combined to keep teachers from leaving the school. Quantitative data were collected from a sample of 24 faculty members using a modified Four Paths Survey and supplemented by qualitative narrative feedback to identify trends within the school. The study found that while teachers care deeply about their teaching, their personal commitment cannot overcome an unsupportive work environment. Two main issues drive teachers to leave the school. First, teachers who resign feel the school lacks academic press and student accountability, resulting in a one-point drop in satisfaction compared to teachers who stay at the school. Second, teachers who choose to leave report lower leadership support. Specifically, administrators who rarely visit classrooms unless it is for observation purposes and the feedback provided is weak and unhelpful. Lastly, the data shows that leadership support is highly inconsistent, which leaves many teachers feeling isolated. The qualitative data supports that constant paperwork, interrupted teaching time, and leadership’s lack of transparency create an unpredictable environment that pushes teachers into survival mode. Specifically, increasing compliance trackers overwhelm teachers, while frequent disruptions prevent teachers from focusing on core instruction. Furthermore, the lack of transparency leaves teachers feeling unsupported and disconnected from leadership. To improve teacher retention, the school must implement structural changes that require leadership to optimize schedules, provide frequent, reliable coaching, and adopt a more collaborative decision-making process that values teacher input. Ultimately, the study provides actionable steps for the school leadership team and suggests that Catholic school networks fund common onboarding procedures to build teacher efficacy and improve retention.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2026

Author dc:creator

• Shively, Christina M., 1973-

Advisor dc:contributor.advisor

• Urick, Angela.

• Administrative support.
• Teacher retention.
• Catholic schools.
• Four Paths survey.
• Teacher self-efficacy.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/15114

OAI record oai:identifier

https://baylor-ir.tdl.org/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Abaylor-ir.tdl.org%3A2104%2F15114