College of Graduate Studies: Theses & Dissertations

Term of Award

Spring 2026

Degree Name

Doctor of Education in Educational Leadership (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

College of Education

Committee Chair

Elise Cain

Committee Member 1

Meca Williams-Johnson

Committee Member 2

Alesia Moldavan

Abstract

Teacher retention remains a critical concern in education, particularly within Title I schools, where educators face elevated stress levels, emotional exhaustion, and burnout due to the complex needs of students and limited institutional resources. Addressing teachers’ social-emotional competence (SEC) can mitigate the adverse effects of stress by enhancing emotional regulation, well-being, and relational trust which in turn promote job satisfaction and professional fulfillment. Likewise, a positive school climate plays a crucial role in sustaining teachers’ long-term commitment to the profession. This qualitative study employed a descriptive phenomenological design to explore the lived experiences of Title I elementary teachers as they describe their SEC and how they perceive school climate as influencing their ability to maintain that competence. Data were collected through in-depth interviews and reflective journaling and and analyzed using Colaizzi’s (1978) seven-step method. Analysis revealed five interrelated themes: (1) emotional demands of teaching in Title I contexts, (2) leadership as a central influence, (3) relationships as anchors, (4) school climate conditions shaping teachers’ capacity to sustain SEC, and (5) commitment to students amid emotional and organization strain. Findings indicate that while the emotional demands of teaching can tax teachers’ social-emotional resources, supportive leadership, strong relational networks and positive school climate conditions function as critical resources that sustain teachers’ SEC and commitment to the profession. These findings deepen understanding of the interconnectedness of teachers’ SEC and school climate and offer practical implications for educational leaders seeking to foster supportive and equitable environments that enhance teacher well-being, effectiveness, and retention.

Research Data and Supplementary Material

No

Download

Share

COinS