Teachers are quitting the profession in droves, leaving classrooms empty or overcrowded. As a result, students are receiving a sub-par education from unexperienced or underqualified teachers (Watling et al, 2010). Retaining teachers for more than five years is no small feat. Teachers face unrealistic expectations, chronic high stress, and mental and physical health problems that lead to widespread burnout. However, some teachers are able to overcome these obstacles and stay in the profession for long periods of time (Buric & Penzic, 2019). This study identifies the internal motivations and external factors that influence teacher job satisfaction and describes how those motivations and factors work together to influence a teacher’s behavior.
The theoretical framework for this narrative study is Social Cognitive Theory. The study reveals how the internal motivators and external factors a teacher faces influence job satisfaction in a post COVID 19 landscape.
","abstract_html":"<p>Teachers are quitting the profession in droves, leaving classrooms empty or overcrowded. As a result, students are receiving a sub-par education from unexperienced or underqualified teachers (Watling et al, 2010). Retaining teachers for more than five years is no small feat. Teachers face unrealistic expectations, chronic high stress, and mental and physical health problems that lead to widespread burnout. However, some teachers are able to overcome these obstacles and stay in the profession for long periods of time (Buric & Penzic, 2019). This study identifies the internal motivations and external factors that influence teacher job satisfaction and describes how those motivations and factors work together to influence a teacher’s behavior.</p> <p>The theoretical framework for this narrative study is Social Cognitive Theory. The study reveals how the internal motivators and external factors a teacher faces influence job satisfaction in a post COVID 19 landscape.</p>","abstract_has_math":false,"creators":["Treloar, Katherine"],"institution":null,"degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Paul Michalec","Norma Hafenstein","Brette Garner"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-03-01T08:00:00Z","date_published":"2024-03-01T08:00:00Z","updated_at":"2026-07-24T02:01:48Z","subjects":["Burn out","Extrinsic","Intrinsic","Job satisfaction","Retention","Teacher","Curriculum and Instruction","Education","Educational Administration and Supervision","Other Education","Scholarship of Teaching and Learning"],"languages":["English (eng)"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
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The theoretical framework for this narrative study is Social Cognitive Theory. The study reveals how the internal motivators and external factors a teacher faces influence job satisfaction in a post COVID 19 landscape.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Breaking Point: An Examination of the Factors and Motivators That Determine Whether a Teacher Will Stay in the Classroom or Choose to Leave the Profession"]}]}],"canonical_facts":{"dc:contributor":["Paul Michalec","Norma Hafenstein","Brette Garner"],"dc:creator":["Treloar, Katherine"],"dc:description.abstract":["Teachers are quitting the profession in droves, leaving classrooms empty or overcrowded. As a result, students are receiving a sub-par education from unexperienced or underqualified teachers (Watling et al, 2010). Retaining teachers for more than five years is no small feat. Teachers face unrealistic expectations, chronic high stress, and mental and physical health problems that lead to widespread burnout. However, some teachers are able to overcome these obstacles and stay in the profession for long periods of time (Buric & Penzic, 2019). This study identifies the internal motivations and external factors that influence teacher job satisfaction and describes how those motivations and factors work together to influence a teacher’s behavior.
The theoretical framework for this narrative study is Social Cognitive Theory. The study reveals how the internal motivators and external factors a teacher faces influence job satisfaction in a post COVID 19 landscape.
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"],"dc:subject":["Burn out","Extrinsic","Intrinsic","Job satisfaction","Retention","Teacher","Curriculum and Instruction","Education","Educational Administration and Supervision","Other Education","Scholarship of Teaching and Learning"],"dc:title":["Breaking Point: An Examination of the Factors and Motivators That Determine Whether a Teacher Will Stay in the Classroom or Choose to Leave the Profession"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T02:01:48Z"}