The Staying Power of TeachersInsights on Achieving Resiliency in the Profession

DeJuanna M. ParkerHampton University

Dr. Barbara D. HolmesHampton University

• Nationally and locally, educational policymakers are attempting to understand and address teacher attrition, rather than placing emphasis on best practices to influence experienced teachers to remain in the profession (Chinn, 2007; Robbins-LaVicka, 2007).

• Studies have focused on urban teachers, novice teachers, and teachers certified from alternate entry programs who leave the profession before attaining tenure. Evident from these works is the notion that teacher attrition is important as it affects school districts at all levels. Deficiencies exist, however, in the research literature regarding retention of veteran teachers (Hammerness, 2006; Ingersoll & Smith, 2003; Mertler, 2012; Nieto, 2001).

Introduction: Attrition-Focused Policy

and Research

IntroductionA report from the Center for Educational Statistics determined 12% of teachers who left the profession were teachers with fewer than five years of experience, but 5% of teachers who left had 10-19 years of experience (Keigher, 2010). Ingersoll (2003) reported this condition prior to current assessments, tracking movement of teachers between schools or leaving the profession completely. Even with high attrition rates, experienced teachers are leaving the profession in lesser proportions than novice teachers.

FocusUnderstanding motivations and approaches of experienced teachers may shed light on best practices in which policymakers, administrators, and other educational leaders can engage.

What motivates veteran teachers to

stay?

Research Design• Qualitative• Phenomenological• Convenience Sampling

Three QuestionsQuestion 1 Question 2 Question 3

What are the top three issues you have to confront that challenge your resolve to remain in teaching?

How do you combat those issues to the point that you decide to keep teaching?

Experienced teachers and novice teachers face some of the same challenges. What do you see that veteran teachers do differently with these same challenges?

Top 3 Challenges - #1• Time for planning and instruction (or

lack thereof)

– Test Preparation– Interruption– Ancillary Duties

Top 3 Challenges - # 2

• Increased paperwork (data collection) related to formative and/or summative evaluation

Top 3 Challenges - # 3• Money

– Retirement– Selling Planning Periods– Coverage of Classes– Not commensurate

Combatting the Challenges Internally

Spiritual and Faith-based ResponsesFinding Perspective“Keeping the main thing the main

thing”Understanding the mutability of

education

Differences between New Teachers and Veteran Teachers

Veteran Teachers

• Do not panic when change comes

• Increase pedagogical skills

• Create life-work balance

• Have the advantage of experience

New Teachers

• Show apprehension• Go with what they

learned in college or at another school

• Are overwhelmed• Sometimes do not

stay long enough to gain experience

What is Resilience?• Resilience is the capacity of individuals

and communities to devise culturally meaningful ways to portion resources in order to thrive in the environment (Ungar, 2008).

Parker’s Points Toward the Building of Resilience• Purpose• Priority• Perspective• Power

ReferencesChinn, R. P. (2007). Voices of experience: Why do secondary school teachers choose to remain in a mid-Atlantic exurban school district (Doctoral dissertation). Retrieved from ProQuest. (UMI No. DP18970

Hammerness, K. (2006). Seeing through teachers’ eyes. New York, NY: Teachers College Press

Ingersoll, R. M. (2003). Is there really a teacher shortage? Seattle, WA: University of Washington, Cemter for the Study of Teaching and Policy

Ingersoll, R., & Smith, T. (2003, January 1). The wrong solution to the teacher shortage. Educational Leadership, 60(8), 30-33. (ERIC Document Reproduction Service No. EJ666112)

ReferencesKeigher, A. (2010). Teacher attrition and mobility: Results from the 2008-09 teacher follow survey. Washington, DC: U. S. Department of Education. National Center for Education Statistics.

Mertler, C. A. (2012). Action research: Improving schools and empowering educators. Thousand Oaks: Sage Publications.

Nieto, S. M. (2003, May). What keeps teachers going? Educational Leadership, 60(8), 14.

Robbins-LaVicka, M. M. (2007). Persisting mathematics and science high school teachers: A Q-methodology study (Doctoral dissertation). Retrieved

from ProQuest. (UMI No. 3272681).

Ungar, M. (2008). Putting resilience theory into action:Five principles for intervention. In L. &. Liebenberger, Resilience in action (pp. 17-38). Toronto: University of Toronto Press.