The purpose of this inquiry was to explore why women teachers who are dissatisfied with their career remain in education and to explore who they are "becoming" when they make the decision to continue teaching. The inquiry embraced a theoretical framework that values both human and non-human entanglements called material feminism. This particular lens allowed for learning about the participants' views, but also opened up new possibilities for how they came to understand their own situations and create new alternatives. Furthermore, the concepts of governmentality and neoliberalism assisted in understanding how women teachers become silent and follow mandates in which they do not necessarily agree. There were several methodologies used in this inquiry including focus groups, individual interviews, photovoice and a diffractive analysis. Results showed that dissatisfied teachers remain in education for both human and non-human reasons such as money, convenience of location, love of children, and the relationships they have with their teammates even when dissatisfied with many aspects of their job. Using a material feminism lens I was able to examine the "becoming" of the women in this study over a span of two years and the negative affects it has had on them. Those interested in teacher retention and school climate while using a contemporary theoretical framework would find this research both compelling and informative. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]