Date of Award

5-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Division of Education and Counseling

First Advisor

Emmanuel Jean-Francois, Ph.D., Chair

Second Advisor

Zwilla Martinez, Ed.D.

Third Advisor

Marcus Alexander, Ph.D.

Keywords

Teacher Attrition, Herzberg's Two-Factor Theory, Extrinsic Motivation, Intrinsic Motivation, Charter Management Organization, Charter Schools, Teacher Retention, Job Satisfaction, Professional Autonomy, New Orleans Education, Burnout, Qualitative Research

Abstract

The purpose of this phenomenological case study was to investigate the lived experiences of former teachers who worked at Goodlife Academy (GLA), a charter school in New Orleans, Louisiana, between 2019 and 2025, with particular attention to how teachers experienced job satisfaction and job dissatisfaction and how those experiences influenced their decisions to leave Teacher attrition—defined as educators leaving their school or the profession—has been associated with factors such as burnout, inadequate support, low compensation, and persistent challenges in addressing achievement gaps. Although these factors are well documented in the literature, many existing studies rely on quantitative methods and focus primarily on traditional public school (TPS) districts (Adrianzen, 2012; Carver-Thomas & Darling-Hammond, 2017; Garcia & Weiss, 2019; Hugues, 2012; Ingersoll, 2001; Ingersoll & Tran, 2023). Consequently, limited qualitative research has examined teacher attrition in charter school settings from teachers’ lived experiences. Guided by Herzberg’s two-factor theory, this phenomenological case study explores how intrinsic (motivators) and extrinsic (hygiene) factors shaped teachers’ decisions to leave. Data was collected through semi-structured interviews with former teachers, document analysis, and a focus group. Findings revealed that relational fulfillment and student impact supported retention, while declining professional autonomy, organizational instability, and leadership inconsistency contributed to attrition. Compensation emerged not only as a structural factor but also as a symbolic indicator of professional value. The findings further identified an extrinsic–intrinsic threshold, in which accumulating dissatisfaction ultimately outweighed intrinsic motivation. These results suggest that teacher attrition is a cumulative and meaning-driven process. Effective retention strategies must address both structural conditions and the psychological dimensions of teachers’ work.

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