Culture, Climate, and Commitment: Leadership Lessons From a Statewide Study of Teacher Retention in South Carolina High Schools

Presenters

• Herasheia Dozier, Charleston County School DistrictFollow

First Presenter's Highest Degree Earned

EdD

Year First Presenter's Degree Was Awarded

2025

First Presenter's Field of Study

Education

Institution Where First Presenter Received Highest Degree

South Carolina State University

First Presenter's Institution

Charleston County School District

First Presenter's Brief Bio and Description of Credentials for This Presentation

Dr. Herasheia R. Dozier is an educator, researcher, and Culture, Climate, and Leadership Strategist from South Carolina’s Lowcountry. She has served in both South Carolina and Georgia in instructional and leadership roles that shape her community-centered approach to improving school climate and educator well-being. Dr. Dozier earned her Doctor of Education degree from South Carolina State University, where her research examined the relationship between school climate selective factors—including instructional climate, working conditions, and school safety—and teacher retention in South Carolina high schools. Her work focuses on strengthening school climate, supporting educator satisfaction, and implementing culturally grounded leadership practices that improve collaboration, communication, and staff well-being. She is also committed to increasing the representation and development of Black male educators and improving the academic achievement and long-term outcomes of Black male students. Dr. Dozier currently serves in the Charleston County School District.

Location

Vernon

Document Type

Individual Presentation

Primary Strand

School and District Leadership

Relevance to Primary Strand

This session aligns directly with the School and District Leadership strand because it translates research-based evidence into practical leadership actions that strengthen school climate, improve teacher retention, and support academic stability. The study identifies the leadership behaviors most strongly associated with positive instructional climate, effective working conditions, and perceptions of safety—three areas district and school leaders directly influence.

By focusing on how principals and district administrators can use teacher survey data, climate indicators, and school improvement structures to identify needs, monitor progress, and implement targeted supports, the session provides leaders with practical tools for continuous improvement. Participants will learn strategies to strengthen communication, build relational trust, support educator well-being, and create safer, more collaborative environments.

Ultimately, the session equips current and aspiring leaders with actionable methods to improve climate outcomes that drive teacher commitment, student engagement, and schoolwide success.

Alignment with School Improvement Plan Topics

Climate and Culture

Brief Program Description

This session explores findings from a statewide study on the school climate factors most strongly associated with teacher retention in South Carolina high schools. Participants will examine how leadership decisions shape instructional climate, working conditions, and perceptions of safety. Practical, evidence-based strategies will be shared for improving communication, strengthening relational trust, supporting educator well-being, and using teacher survey data to guide improvement efforts. Attendees will leave with actionable tools to enhance climate and support stable, committed teaching staff.

Summary

Teacher retention continues to challenge schools across the Southeast, especially in coastal, rural, and high-poverty regions where stability is essential for student achievement and community growth. This session shares findings from a quantitative study examining the relationship between school climate selective factors—specifically instructional climate, working conditions, and school safety—and teacher retention decisions in South Carolina high schools. Using data from the South Carolina Teacher Working Conditions Survey (2019–2021), the presentation highlights which climate components most influence teacher satisfaction, commitment, and long-term stability.

The session provides participants with practical models for examining climate data, identifying priority needs, and implementing targeted strategies aligned with School Improvement Plan priorities. Leaders will learn approaches to strengthen communication, build relational trust, and create climates where teachers feel safe, supported, and connected to the school’s mission. Strategies include improving decision-making structures, enhancing conflict resolution practices, and establishing systems that promote emotional safety and collaborative culture.

The session also addresses unique challenges faced by schools in coastal and rural communities, including resource limitations, staffing shortages, transportation barriers, and cultural dynamics that shape educator engagement. Participants will explore how to leverage culturally responsive leadership, community partnerships, and climate-aligned structures to improve both teacher retention and student outcomes. Special consideration is given to the experiences of Black male educators and the achievement of Black male students—two areas where school climate, representation, and access significantly influence long-term academic and leadership outcomes.

Attendees will engage in reflection, leader self-assessment, data interpretation, and scenario-based practice. Participants will leave with practical tools they can immediately apply in their school or district to strengthen climate conditions, improve staff stability, and support ongoing continuous improvement.

Evidence

The content presented in this session is based on findings from a quantitative analysis of archival data from the South Carolina Teacher Working Conditions Survey (2019–2021), a state-administered instrument used to measure teacher perceptions of instructional climate, working conditions, leadership behaviors, and school safety. These data have been consistently used by schools and districts across the state to inform School Improvement Plans, monitor climate conditions, and identify areas that impact teacher satisfaction and retention.

The study identified statistically significant relationships between specific climate factors and teacher retention rates, highlighting the importance of supportive leadership behaviors, collaborative school environments, and clear communication systems. These findings align with existing research from national organizations such as the Learning Policy Institute, RAND, and the U.S. Department of Education, which document the strong influence of school climate on staffing stability, educator well-being, and student outcomes.

The strategies shared in this session reflect evidence-based practices, including data-informed decision-making, distributed leadership, conflict resolution frameworks, emotional intelligence practices, and collaborative structures that have been implemented in schools across the Southeast. These practices have demonstrated improvements in teacher perceptions of climate, stronger staff relationships, reduced burnout, and increased educator commitment.

The evidence demonstrates that leadership actions directly shape climate conditions and can meaningfully improve teacher stability when implemented consistently and strategically.

Learning Objective 1

Participants will be able to identify the school climate factors—specifically instructional climate, working conditions, and safety—that most strongly influence teacher retention.

Learning Objective 2

Participants will be able to analyze teacher survey data to guide leadership decision-making and monitor climate improvement efforts aligned to School Improvement Plan priorities.

Learning Objective 3

Participants will be able to apply practical, evidence-based leadership strategies to strengthen communication, build relational trust, and support educator well-being in their school or district.

Start Date

6-2-2026 3:45 PM

End Date

6-2-2026 4:45 PM

Recommended Citation

Dozier, Herasheia, "Culture, Climate, and Commitment: Leadership Lessons From a Statewide Study of Teacher Retention in South Carolina High Schools" (2026). Southeast Conference on School Climate. 70.
https://digitalcommons.georgiasouthern.edu/secsc/2026/2026/70

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.