WHAT IS YOUR WHY? AN EXPLORATION OF WHY TEACHERS REMAIN IN THE PROFESSSION AT AN URBAN ELEMENTARY SCHOOL IN THE SOUTH.

This qualitative research investigates the factors affecting teacher retention at a Title I elementary school in the Southern region of the United States, utilizing Herzberg’s Two-Factor Theory of motivation and hygiene as a framework. This study seeks to identify intrinsic motivators, such as recognition, professional growth, and a sense of purpose, as well as extrinsic hygiene factors like administrative support, work conditions, and compensation, to analyze their influence on teachers' decisions to remain in the profession. Data were gathered via semi-structured interviews with a purposive sample of 10 teachers, all possessing five or more years of teaching experience at Cardinal Elementary school (pseudonym). This process facilitated an in-depth examination of individual experiences, perceptions, and insights concerning teacher retention. This study utilized a teacher leadership lens to investigate teachers' perceptions of their influence in the school setting and the factors that affected their retention choices. Thematic analysis was utilized to determine recurring patterns and principal themes in the data. Research indicates that effective leadership, active community involvement, and access to professional development opportunities are critical factors influencing teacher satisfaction and retention. The study emphasizes the significance of recruiting educators who have personal connections to the community, including alumni or those invested in the school’s cultural context. The findings provide significant insights for school administrators and policymakers aiming to develop strategies that improve teacher retention in Title I schools.