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ERIC Number: EJ1299481
Record Type: Journal
Publication Date: 2020
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1354-0602
EISSN: N/A
Emotions, Identity, and Commitment among Early Leavers in the United States of America
Torres, Aubrey Scheopner
Teachers and Teaching: Theory and Practice, v26 n7-8 p508-521 2020
High teacher attrition rates hinder schools in their ability to provide quality instruction. While studies have identified factors related to attrition (e.g., salary, administrative support) and the emotions of teaching, research is needed that explores the impact of emotions on teachers' career decisions. This study examines the emotional experiences of leaving teaching early (within the first 5 years) in the United States through qualitative analysis of interviews with 25 early leavers. Findings reveal that the majority of participants, 23 out of 25, experienced negative emotions about leaving, including anger as well as guilt. For 15 participants, their experiences changed their identities as teachers, which, along with emotions and decreased commitment, help to explain why they left.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A