Date of Award
2025
Access Restriction
Dissertation
Degree Name
Doctorate in Education
Department
Education
School or College
School of Education
First Advisor
Lauren Casella
Second Advisor
Antonio Felix
Third Advisor
Rebecca Stephenson
Abstract
This research study explored strategies to combat teacher turnover in Catholic high schools, employing the four-capital theoretical model of teacher retention and the defining characteristics of Catholic education from the National Standards and Benchmarks for Effective Catholic Elementary and Catholic Schools (National Standards and Benchmarks for Effective Catholic Elementary and Catholic Schools, 2023). By analyzing interviews with eight high school principals across varied socio-economic contexts, the study identified key elements that influence teacher retention: human, social, structural, and psychological capital. It highlights the critical role of mission-aligned hiring, comprehensive onboarding, and ongoing professional development in cultivating a committed teaching workforce. The findings emphasized the importance of supportive, relationship-focused environments and adequate compensation through stipends for extracurricular duties to enhance teacher satisfaction and reduce turnover. Recommendations included implementing structured onboarding programs, enhancing professional development, and ensuring transparent budget management. The findings contributed actionable strategies for improving teacher retention in Catholic schools, underscoring the necessity of aligning with mission-driven goals and establishing robust community and support structures.
Recommended Citation
Crespo, Eric, "Exploring Retention Practices in Catholic High Schools: Principal Perspectives" (2025). LMU Theses and Dissertations. 1340.
https://digitalcommons.lmu.edu/etd/1340
