Persistence and Commitment to Teaching: The Stories of Three Suburban and Three Urban Teachers

Abstract

Abstract This dissertation examines the topic of teacher retention in K-12 urban and suburban schools and sheds light on why highly qualified educators continue to serve in these institutions for extended periods of their careers. A small sampling of classroom teachers from a high poverty urban school district in a Midwestern state along with an equal number of educators from a neighboring affluent suburban school district contributed their perspective as well as their thoughts about the conditions in which they serve. Each participant of the study responded to questions posed in an in-person interview. Despite serving in schools where a majority of the student population are considered to be at-risk learners and where student achievement is significantly lower than the state’s average, urban school teachers chose to remain committed to the community and its learners. Similarly, suburban teachers expressed their commitment and desire to serve, but for different reasons. Teachers were also given a platform to discuss the dissatisfaction of their teaching assignment and they spoke candidly about what changes to their current conditions would influence their exit from the school system. This qualitative study revealed that urban teachers develop a personal affinity for the community of learners either because of their lifelong connection or through the relationships they developed with students and families throughout their tenure. Key words: highly qualified, urban schools, suburban schools, urban teachers, suburban teachers, teacher retention, teacher attrition