Employee engagement is a critical component of a productive work environment. Female teachers have been found to exude lower levels of workforce engagement than their male counterparts based on a variety of quantitative studies completed in the past. Females dominate the field of education with nearly 70% of the workforce being comprised of women. Leadership plays a critical role in the level of employee engagement. Higher workforce engagement for teachers has also been linked to higher student growth and achievement. This phenomenological study explores the live experiences of female teachers to understand why their engagement is less than their male counterparts. This study utilized a feminist lens to select participants and also to develop the questions for the study. An interpretive framework was leveraged to seek to understand the world in which female teachers live and work to see if the underlying lack of engagement could be discovered. By learning about the experiences that female teachers, strategies for educational leaders can be developed to encourage increased workforce engagement. Data was collected through one to one Google Meet interviews where female teachers from various school districts in Southwestern PA. The two main research questions explored included "What are the lived experiences of female public school teachers regarding workforce engagement, and what factors have the greatest influence on workforce engagement for female public school teachers?" The findings of this student contribute to helping to understand the lived experiences of female public school teachers while also providing insight as to why their engagement levels may not be at the same caliber as their male counterparts. These insights may lead to additional strategies for educational leaders to deploy to increase female teacher workforce engagement. The findings of this research study provide information on the perceptions and experiences of female teachers that can be used by educational leaders to facilitate increased workforce engagement. The findings of this study include: 1. Female teachers defined engagement as being prepared, engaging with students specifically through the use of deep level questioning in the classroom and building strong relationships with all stakeholders including students, peers, educational leaders, and parents. 2. Female teachers had at some point in their careers experienced the glass ceiling phenomenon and have seen remnants of the "good old boys club" still intact which has impacted their workforce engagement. 3. Support from administration as well as at home was critical to teacher workforce engagement. 4. Personal tragedies that cause stress impede female teacher workforce engagement. 5. Female teachers report that they experience more work-family conflict which negatively impacts their workforce engagement. 6. Female teacher workforce engagement may be impacted positively by seven main factors. (See seven characteristics in Table 3). 7. Educational leaders can help re-engage female teachers by helping to create a culture that fosters appropriate work-life balance. 8. Presenteeism was experienced throughout the female participant's careers caused by other factors than experiencing personal illness. Significant life events such as pregnancy, death, divorce or a family member's illness lead to this experience as well. 9. Personality and motivational sources for females impact their levels of workforce engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]