Program
Education Doctorate
Year Approved
2019
First Advisor
Lindstrom, Michael
Abstract
The purpose of this quantitative study was to examine the relationship between teachers’ perceptions of principals’ servant leadership and teacher intent to turnover for public middle school teachers in Minnesota. This study specifically examined the primary relationship between perceptions of servant leadership and teacher intent to turnover. A secondary focus examined the differences in teachers’ perceptions of principals’ servant leadership and teacher intent to turnover analyzing teachers’ demographic factors. Participants included 803 public middle school teachers throughout the state of Minnesota. Results suggest a significant negative correlation between teachers’ perceptions of principals’ servant leadership and teacher intent to turnover. Furthermore, a statistically significant difference in intent to turnover was found among teachers based on ethnicity. There were no significant differences in perceptions of principals’ servant leadership among teachers based on gender or years of teaching experience. Finally, there were no significant differences in intent to turnover among teachers based on gender, years of teaching experience, or teaching position. Findings from this study indicate the servant leadership of a principal may play a factor in turnover intentions of public middle school teachers in Minnesota. Based on these findings, further examination of the role servant leadership plays in teacher retention efforts is warranted.
Degree Name
Education Doctorate
Document Type
Doctoral dissertation
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Siegle, R. (2019). Servant Leadership and Teacher Retention [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/583