Graduation Year

2024

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Curriculum, Instruction, and Learning

Major Professor

Jennifer Jacobs, Ph.D.

Committee Member

Jolyn Blank, Ph.D.

Committee Member

Sara Flory, Ph.D.

Committee Member

Jennifer Wolgemuth, Ph.D.

Keywords

attrition, perseverance, resilience, responses to stressors, stressors

Abstract

Sustaining talented teachers has become a challenging worldwide pursuit. Even the most successful teachers are exiting the profession at alarming rates (Clandinin et al., 2012; Mason & Matas, 2015). Although seemingly all teachers experience highly stressful factors in the workplace, some remain and continue to thrive as they inspire and help countless students through their educational pursuits. To better understand this contrast and promote quality teachers to remain in the profession to retirement, I conducted a qualitative study of three passionate, experienced, highly effective teachers who have considered leaving the profession but ultimately decided to stay. Using interview and artifact data, I aimed to answer three research questions: What sustains experienced, highly effective teachers in their practice in an elementary school setting? How do experienced, highly effective teachers at the elementary level respond to high stressors in their profession? What role does resilience play in mitigating stressors in experienced, highly effective elementary teachers? The data was analyzed utilizing resilience theory and Bronfenbrenner’s bioecological systems theory. It revealed that there is a need for research in finding direct responses to stressors in Bronfenbrenner’s outer layers. As the layers move outward, less direct responses to stressors were reported, with the outermost layer having no direct responses. New findings also showed the need for resilience building and training. Although each participant acknowledged resilience as fundamental in their longevity as a teacher, they did not indicate understanding that resilience is not a fixed trait and that it can be intentionally built. Finally, each participant shared strong feelings about their struggles at previous schools where they each questioned their career choice. Finding the right school was paramount in the longevity of their teaching careers.

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