The shortage of teachers in Title I schools undermines educational equity and quality in underserved communities, necessitating concerted efforts from educators, policymakers, and local communities. The purpose of this qualitative phenomenological study was to explore the lived experiences of Title I teachers regarding job stress and its meaning on their decisions to remain in the profession and within Title I environments. Grounded in Lazarus and Folkman's transactional theory of stress and coping and Bakker and Demerouti's job demands-resources model, the study explored how perceived job stress shapes teachers' commitment to their roles. An interpretative phenomenological analysis was employed to analyze data from interviews with 10 Title I teachers. The thematic analysis identified 10 themes highlighting the importance of consistent feedback, recognition, and professional development as fundamental elements for fostering a positive and nurturing work environment. The findings indicated that focusing on teacher well-being, addressing systemic challenges, and fostering a supportive culture could enhance teacher retention and improve student outcomes in disadvantaged areas. The implications for positive social change include the potential for educational leaders to develop targeted strategies to support Title I teachers, aligning with broader educational equity and quality goals. [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.]