Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Spring 2026

Abstract

Teacher retention remains a persistent challenge in United States education, particularly in rural K–12 public schools. This systematic review synthesized empirical research on induction and early-career teacher retention in rural United States settings published between 2000 and 2025. Guided by a postpositivist framework and aligned with PRISMA 2020 standards, 56 studies met inclusion criteria following structured database searches and multi-stage screening. Findings across the included studies indicate that retention was most consistently associated with induction, mentoring, professional learning, responsive leadership, collegial relationships, and teachers’ integration into their school and community, with no single support appearing sufficient in isolation. Across research questions, evidence converged on the importance of aligned professional, organizational, and relational supports functioning together within rural school settings. Few studies included direct rural-nonrural comparisons, and findings primarily reflect rural-only samples.

Keywords

teacher retention, early-career teachers, teacher induction, rural schools, mentoring, professional development, systematic review

Document Type

Dissertation

Language

English

Degree Name

Teaching, Learning and Teacher Education

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Cheryl Torrez

Second Committee Member

John Burke

Third Committee Member

Thomas Keyes

Fourth Committee Member

Trenia Walker

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