Olsen, JentreRoss, Bradlee2025-01-222025-01-222024-07https://hdl.handle.net/20.500.14446/345827This qualitative case study explores teacher support and persistence in a large virtual charter school in the midwestern part of the United States. Using self-determination theory as a theoretical lens, this study examines how the psychological needs of autonomy, competence, and relatedness of teachers in a virtual charter school are supported or thwarted. Findings suggest that teachers’ needs for autonomy and competence can be satisfied in a virtual charter context, while relatedness is a more difficult need for virtual charter schools to meet. This study also provides support for the utility of self-determination theory as lens for the further exploration of teacher support and retention in virtual schooling.application/pdfCopyright is held by the author who has granted the Oklahoma State University Library the non-exclusive right to share this material in its institutional repository. Contact Digital Library Services at lib-dls@okstate.edu or 405-744-9161 for the permission policy on the use, reproduction or distribution of this material.Dissertationautonomycompetencerelatednessself-determination theoryteacher supportvirtual charter schools