Date Approved

7-6-2026

Embargo Period

7-6-2026

Document Type

Thesis

Degree Name

M.A. Higher Education

Department

Educational Leadership, Administration & Research

College

College of Education

Advisor

Stephanie Lezotte, Ph.D.

Committee Member 1

Tyrone McCombs, Ph.D.

Committee Member 2

Andrew Tinnin, Ed.D.

Abstract

Faith Solomon UNDERSTANDING TEACHER RETENTION IN A CHRISTIAN NON-PROFIT SCHOOL: A QUALITATIVE CASE STUDY 2025-2026 Stephanie Lezotte, Ph.D. Master of Arts in Higher Education This qualitative case study examines the factors that influence teacher retention in a Christian nonprofit private school located in an urban community in the northeastern part of the United States. The study addresses a gap in existing research by focusing on how educators in faith-based schools understand the motivations and conditions that shape their decisions to remain in the profession. Specifically, the study examines how intrinsic motivation, faith identity, leadership practices, and relational culture contribute to retention in a mission-driven setting. Semi-structured Zoom interviews were conducted with five participants, including teachers and school leaders, and analyzed using thematic analysis. Four primary themes emerged from the data. First, intrinsic motivation and faith identity were central to participants’ commitment to teaching. Second, strong relationships with students and colleagues supported retention. Third, leadership practices that emphasized autonomy, trust, and mission alignment contributed to satisfaction. Finally, although participants described challenges related to emotional demands and workload, relational and spiritual support helped sustain them. Taken together, the findings indicate that teacher retention in Christian nonprofit schools is shaped not only by organizational factors, but also by mission-driven values, relationships, and faith-based commitments.

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