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

<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>

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Year

2024

Author dc:creator

• Treloar, Katherine

Contributors dc:contributor

• Paul Michalec
• Norma Hafenstein
• Brette Garner

• Burn out
• Extrinsic
• Intrinsic
• Job satisfaction
• Retention
• Teacher
• Curriculum and Instruction
• Education
• Educational Administration and Supervision
• Other Education
• Scholarship of Teaching and Learning

Statement dc:rights

• <p>Copyright is held by the author. User is responsible for all copyright compliance.</p>

Language dc:language

English (eng)

Repository record dc:identifier

https://digitalcommons.du.edu/etd/2373

OAI identifier oai:identifier

oai:digitalcommons.du.edu:etd-3368