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Identifying Factors that are Most Influential in Veteran Teachers Seriously Considering Leaving the Profession
Culkin, Michaela
Culkin, Michaela
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Abstract
This study investigated the factors most influential when veteran teachers seriously consider leaving the teaching profession. Teachers in the education profession who are in the later stages of their careers hold the experience that benefits all who teach in schools. There is ample literature discussing why new teachers leave the profession, but not as much empirical work about experienced teachers and ways to maintain their commitment in the field. Top factors in the literature that influence teachers to leave the profession were identified. Surveys were distributed to educators in six public elementary schools in a Midwestern state. The mixed methodology study relied on the attitudes and perceptions of teachers who had seriously considered leaving the profession within the past three years. Mean rankings were calculated for each item to determine the top three professional or life events teachers ranked as most influential when considering leaving the profession. Qualitative responses on the surveys were coded to determine themes identified by teachers. The researcher, through mean rankings and by coding responses, identified the top three reasons as those directly related to the students they teach. Various professional development opportunities and supports were outlined to offer continued support of veteran teachers. The research corroborated the hypothesis that veteran teachers offer long-term value as mentors and repositories of experience for future generations of educators.
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Date
2016-05-31
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University of Kansas
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Keywords
Education, Educational leadership, Elementary education, Experienced Teachers, Factors, Serious Consideration, Veteran Teachers