Date of Award

Fall 2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

First Advisor

Dr. Shanna M. Johnston

Second Advisor

Dr. Thomas Gollery

Third Advisor

Dr. Sarah J. Yates

Abstract

This study explored the influence of psychological, social, human, and structural capital on teacher retention within a large Florida school district, guided by Mason and Matas’s (2015) four-capital framework. Using a nonexperimental quantitative design, the research examines how demographic variables and perceptions of professional capital relate to educators’ decisions to remain in the profession. Findings revealed that most demographic factors—gender, age, years of service, and degree type—did not significantly affect perceptions of the four capitals, suggesting a relatively equitable distribution of organizational supports. However, educational degree status was associated with higher perceptions of social, human, and structural capital, indicating that advanced qualifications may enhance access to professional networks and resources. Among the four capitals, psychological capital emerged as the strongest and only statistically significant predictor of long-term retention. Teachers with higher levels of resilience, optimism, and self-efficacy were nearly twice as likely to remain in the profession beyond 10 years. These results affirm the importance of fostering both systemic supports and individual psychological strengths to improve teacher retention. The study offers actionable insights for educational leaders, emphasizing the need for targeted interventions that strengthen all four capitals to support educators’ sustainability and school effectiveness.

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