Publication Date


Document Type


First Advisor

Creed, Benjamin M.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations (LEPF)


This dissertation explores the role of relational trust and supportive measures through self-determination theory in the relationship between principal and teacher. It also highlights the nuances from the Latinx teacher perspective and how their needs may differ from other teachers in providing a more satisfying job experience. The role of the school principal in influencing teacher retention through teacher motivation and trust is especially true for Latinx teachers. When the working relationship between principal and teacher shows a high relational trust in combination with effective supportive measures, teacher satisfaction is increased, resulting in higher teacher retention. Strategies that foster such an outcome include intentional task delegation, listening to teachers, recognizing cultural identity, exploring personal motivation, and developing spaces for collaboration.


103 pages




Northern Illinois University

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In Copyright

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Media Type