Reardon, R. MartinJethro, Jakki S2018-08-142018-08-142018-082018-08-01August 201http://hdl.handle.net/10342/6947To date, most studies of teacher turnover in high-poverty schools have focused on the characteristics of the students and their teachers, rather than on the organizational health of the schools where they teach. The purpose of this study was to examine this turnover based upon the schools' organizational health and the levels of school influence. Using an explanatory, sequential mixed method design, an index of organizational health was administered to schools in Tar Heel District (a pseudonym) who were identified as low-performing or are in priority status and have teacher turnover rates at 40% or higher. Based upon the elevated indicators from the index of school organizational health, direct and indirect coaching with school leaders was conducted to imply and delineate factors associated with organizational health that impact teacher retention. Correlations between Hoy's (1997) dimensions of organizational health and levels of school influence lead to specific areas of school organizational health to be addressed through focused leadership development. The improvement plan consisted of specific leadership development and coaching to enhance teacher retention.application/pdfenSchool Organizational Health Teacher RetentionTeacher turnover--North CarolinaEducational change--North CarolinaEducational leadership--North CarolinaDoctoral Dissertation2018-08-09