This mixed-method study sought to find specific factors influencing teachers in small, remote, rural school districts to continue teaching or to leave their teaching position. Additionally, this study sought to identify specific things district-level administrators could do influence teacher retention rates in small, remote, rural school districts. The quantitative data revealed the top three most influential attributes contributing to teacher retention are supportive school administration, the size of the teacher’s class, and the teacher’s relationship with colleagues. The qualitative data provided narratives to support these rankings and to further identify factors of small, remote, rural schools and their influence on teacher retention. The qualitative data revealed specific things district-level administrators can do to contribute to teacher retention such as make each teacher feel supported, build relationships with teachers and provide teachers with praise and recognition. The following is a detailed analysis of the way these data can be used to improve small, remote, rural school districts.
","abstract_html":"<p>This mixed-method study sought to find specific factors influencing teachers in small, remote, rural school districts to continue teaching or to leave their teaching position. Additionally, this study sought to identify specific things district-level administrators could do influence teacher retention rates in small, remote, rural school districts. The quantitative data revealed the top three most influential attributes contributing to teacher retention are supportive school administration, the size of the teacher’s class, and the teacher’s relationship with colleagues. The qualitative data provided narratives to support these rankings and to further identify factors of small, remote, rural schools and their influence on teacher retention. The qualitative data revealed specific things district-level administrators can do to contribute to teacher retention such as make each teacher feel supported, build relationships with teachers and provide teachers with praise and recognition. The following is a detailed analysis of the way these data can be used to improve small, remote, rural school districts. </p>","abstract_has_math":false,"creators":["Dickey, Jordan"],"institution":null,"degree_name":"Doctor of Education in Educational Leadership (EdD)","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Smith, Marcia S.","Horton, Jim"],"advisors":["Brady, Kevin P."],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-05-01T07:00:00Z","date_published":"2022-05-01T07:00:00Z","updated_at":"2026-07-24T00:59:01Z","subjects":["rural schools","teacher perception","teacher retention","teacher turnover","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.uark.edu/etd/4484","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Smith, Marcia S.","Horton, Jim"]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Brady, Kevin P."]},{"key":"dc:creator","label":"Author","values":["Dickey, Jordan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-02-06T08:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Educational Leadership (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["rural schools","teacher perception","teacher retention","teacher turnover","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.uark.edu/etd/4484"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This mixed-method study sought to find specific factors influencing teachers in small, remote, rural school districts to continue teaching or to leave their teaching position. Additionally, this study sought to identify specific things district-level administrators could do influence teacher retention rates in small, remote, rural school districts. The quantitative data revealed the top three most influential attributes contributing to teacher retention are supportive school administration, the size of the teacher’s class, and the teacher’s relationship with colleagues. The qualitative data provided narratives to support these rankings and to further identify factors of small, remote, rural schools and their influence on teacher retention. The qualitative data revealed specific things district-level administrators can do to contribute to teacher retention such as make each teacher feel supported, build relationships with teachers and provide teachers with praise and recognition. The following is a detailed analysis of the way these data can be used to improve small, remote, rural school districts.
"]},{"key":"dc:title","label":"Title","values":["Teacher Retention and Turnover in Small, Remote, Rural Schools in Missouri"]}]}],"canonical_facts":{"dc:contributor":["Smith, Marcia S.","Horton, Jim"],"dc:contributor.advisor":["Brady, Kevin P."],"dc:creator":["Dickey, Jordan"],"dc:date":["2022"],"dc:date.available":["2024-02-06T08:00:00Z"],"dc:description.abstract":["This mixed-method study sought to find specific factors influencing teachers in small, remote, rural school districts to continue teaching or to leave their teaching position. Additionally, this study sought to identify specific things district-level administrators could do influence teacher retention rates in small, remote, rural school districts. The quantitative data revealed the top three most influential attributes contributing to teacher retention are supportive school administration, the size of the teacher’s class, and the teacher’s relationship with colleagues. The qualitative data provided narratives to support these rankings and to further identify factors of small, remote, rural schools and their influence on teacher retention. The qualitative data revealed specific things district-level administrators can do to contribute to teacher retention such as make each teacher feel supported, build relationships with teachers and provide teachers with praise and recognition. The following is a detailed analysis of the way these data can be used to improve small, remote, rural school districts.
"],"dc:identifier":["https://scholarworks.uark.edu/etd/4484"],"dc:subject":["rural schools","teacher perception","teacher retention","teacher turnover","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary and Middle and Secondary Education Administration"],"dc:title":["Teacher Retention and Turnover in Small, Remote, Rural Schools in Missouri"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Educational Leadership (EdD)"]},"updated_at":"2026-07-24T00:59:01Z"}