Date of Award

Summer 8-15-2026

Degree Type

Dissertation

Degree Name

Executive Ed.D. in Education Leadership Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Jennifer D. Timmer, Ph.D.

Committee Member

T. Richard Murray, Ed.D.

Committee Member

Rachel S. White, Ed.D.

Keywords

Superintendent retention, superintendent turnover, intrinsic motivation, extrinsic motivation, board-superintendent relationships, superintendent leadership.

Abstract

Abstract

Superintendent turnover continues to challenge school districts across the United States.  Frequent leadership changes can disrupt district initiatives, create uncertainty within organizations, and affect long-term improvement efforts.  While previous research has focused primarily on external conditions associated with superintendent turnover, less attention has been given to the interaction between intrinsic and extrinsic motivations influencing superintendent retention.

The purpose of this study was to examine how intrinsic and extrinsic motivations influence Ohio public school superintendents’ decisions to remain in or leave their current positions.  Guided by Herzberg’s Two-Factor Theory and Self-Determination Theory, the study explored the relationship between internal factors such as Professional Fulfillment, Competence, and Sense of Purpose, and external factors including Governance Relationships, Job Satisfaction, Work Alignment, and Workload Expectations.

A quantitative survey design was used to collect data from practicing Ohio superintendents representing rural, suburban, urban, Joint Vocational School, and Educational Service Center districts.  A total of 366 completed surveys were analyzed.  Descriptive statistics, independent samples t-tests, correlation analyses, and regression procedures were used to examine motivational patterns and differences across groups.  Open-ended survey responses were also analyzed to provide additional context for the quantitative findings.

Results indicated that intrinsic motivation remained consistently high across respondents, particularly in the areas of professional fulfillment and sense of purpose.  Superintendents reported strong commitment to students, communities, and educational leadership regardless of district type.  Differences were identified primarily in how respondents prioritized factors associated with retention and departure.  Governance relationships, especially with boards of education, emerged as the most influential factor associated with decisions to leave a position.  Workload, role expectations, and political pressures also influenced retention decisions.  Superintendents who reported actively seeking a new position demonstrated lower levels of job satisfaction, while intrinsic motivation remained relatively stable regardless of job-seeking status.

The findings indicate that superintendent retention is influenced by the alignment between a leader’s internal sense of purpose and the external conditions under which the work is performed.  While intrinsic motivation provides a foundation for commitment to the role, governance structures, workload demands, and organizational conditions influence whether that commitment can be sustained over time.  The study contributes to the superintendent retention literature by examining intrinsic and extrinsic motivations together and by providing evidence from a large statewide sample of Ohio superintendents.

Keywords: Superintendent retention, superintendent turnover, intrinsic motivation, extrinsic motivation, board-superintendent relationships, superintendent leadership.

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