Abstract
This Dissertation in Practice (DIP) examines the role of perceived social support in influencing a teacher’s intention to stay within K–12 educational settings. Persistent challenges related to educator turnover have prompted significant research on individual-level factors such as burnout, resilience, and job satisfaction. Less attention has been given to the broader relational and contextual supports that may impact teachers’ decisions to remain in the profession. The purpose of this study is to explore how multidimensional forms of social support relate to educators’ intention to stay in their roles. Utilizing a quantitative research design, this study used survey methodology to collect data from K–12 educators across the United States using two validated measures. Statistical analyses were conducted to examine relationships between these supports and intention to stay, looking to assess the extent to which different forms of support contribute to retention-related outcomes. The scope of this DIP includes a comprehensive proposal for research on a teacher’s intention to stay, an unpublished manuscript outlining my findings, and a final, reflective section that provides practitioner recommendations and a summative philosophy of leadership.