Murray State Theses and Dissertations

Abstract

Amid growing concerns around teacher retention and educator job satisfaction, this study explored how system-level frameworks, particularly the Interconnected System Framework (ISF), could influence key teacher outcomes. While the ISF has been widely associated with improved student outcomes, this research investigated its potential to enhance educator experiences, focusing on working conditions, retention rates, and school climate. Quantitative analysis revealed that schools implementing the ISF or PBIS reported significantly more favorable working conditions and school climate compared to non-implementing schools. Although teacher retention rates did not significantly differ across implementation types, notable variability within the non-implementing group suggests a need for further exploration. These results reinforce the importance of proactive, systemic structures in shaping more effective and supportive school environments, providing the necessary support for educators, and ensuring innovations result in meaningful change for educators and students

Year manuscript completed

2025

Year degree awarded

2025

Author's Keywords

educator, retention, job satisfaction, ISF, PBIS

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Randal Wilson

Committee Chair

Randal Wilson

Committee Member

Abbigail Morris

Committee Member

Jonathan Parrent

Document Type

Dissertation

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