Date of Award


Document Type


Degree Name

Education (Ph.D)


Administrative and Instructional Leadership

First Advisor

Catherine DiMartino

Second Advisor

Steve Kotok

Third Advisor

Elizabeth Gil


The purpose of this quantitative study is to examine the relationship between teachers’ trust in different relationships within a school culture and how that level of trust can impact teacher retention rates within an institution. This study utilized pre-existing New York City Department of Education (NYCDOE) data, and 981 schools will comprise the final sample from the 1531 public schools that currently make up the NYCDOE public school system (this is not including charter schools). Descriptive, correlation, and regression statistical analyses were conducted to examine the influence of various school demographics on trust levels (the percentage of economically disadvantaged students, student population size, borough, and grades serviced). Simple, multiple, and hierarchical regression analyses were used to determine whether teachers’ trust in school leaders and/or their fellow teachers influence teacher retention rates in schools. This study addressed the detrimental impact of teacher attrition rates on the education system as a whole, as well as the more current research emphasizing the importance of analyzing the role of trust as an influential factor in teachers’ decisions to remain in the profession or not.