Building a future of "vision, passion, and possibilities" in Eastern Kentucky: How veteran educators understand and suggest improving teacher retention.

This qualitative study investigates the root causes of teacher attrition, retention, and turnover in Eastern Kentucky through the perceptions and lived experiences of highquality veteran educators—those who have persisted in the profession for five or more years. Grounded in participatory action research, asset-based community development, and future-creating methodologies, the study centers the voices of experienced teachers not only as subjects of inquiry but as co-constructors of knowledge and potential solutions. Drawing on empathy interviews with educators across Eastern Kentucky districts, the research identifies core tensions contributing to attrition, including policy misalignment, lack of autonomy, and emotional exhaustion. Simultaneously, it illuminates the protective factors that sustain teachers over time, such as strong professional relationships, community ties, and a shared moral purpose. From these findings, the study surfaces a set of practitioner-informed strategies for improving retention, including promoting and supporting teacher leadership and mentorship, protecting teachers and supporting measures that increase professionalization, and adjusting compensation, especially for teachers working with diverse populations. By elevating teacher voice in both diagnosis and design, this dissertation offers not only a deeper understanding of why teachers stay or leave, but also a framework for systemic change rooted in dignity, collaboration, and hope. The findings hold practical implications for school leaders, policymakers, and communities seeking to build sustainable, learner-centered educational ecosystems in rural regions and beyond.