This book explores why veteran teachers choose to remain in the
classroom, making teaching their life's career. The authors felt
compelled to interview veteran teachers to learn about their
experiences, how they make meaning of their classrooms and schools, and
in particular what can be known about the adversities they face and
their resilience. Factors (individual and contextual) are uncovered that
influence veteran teacher's resiliency and adaptation from veteran
teachers' perspectives and the literature. Induction programs,
professional development, and mentoring are also examined for their
importance to the interviews and education.
Features of this book include:
- Focuses on veteran teacher resilience and why veteran teachers choose
to remain in the classroom and teaching profession
- Uses an interview method involving veteran teachers that illuminates
issues of resiliency and retention from their perspective
- Highlights 15 narrative accounts of veteran teachers tailored to their
perceptions, experiences, and strategies for navigating barriers and
overcoming challenge
- Combines conceptual frameworks, research results, interventions, and
strategies
- Connects implications of the study and suggestions for future research
to practice and policy
This book is for researchers interested in teacher resilience,
particularly veteran teacher resilience and the study and development of
it, as well as practitioners drawn to the same topic, with applicability
to their fields. Anyone interested in resilience, particularly within
demanding professional contexts and stressful situations, should find
value.
"The focus on teacher resilience is original and it is an important
aspect of why teachers might choose to stay in the profession. Teacher
resilience is understudied and should provide useful knowledge to
policymakers and education leaders on how to improve working conditions
and increase efficacy. So much ink is spilled extolling why teachers
exit the profession--there is a dearth of research on why they stay,
which in my opinion is even more important than why they leave. This
book makes an important contribution to the literature and will
hopefully inform policy making and inspire others to conduct research on
the subject."
Christopher H. Tienken, Associate Professor, Dept. of Education
Leadership Management and Policy, Seton Hall University, South Orange,
NJ, USA
"The topic is original. It seems there is much literature on new
teachers and why they leave, but little on veteran teachers and why they
stay. The topic and the reporting of the findings with suggestions for
practices to be implemented in university programs as well as in K-12
schools is very useful. The format this book follows is actually a
strong one for other researchers and students in doctoral programs."
Sandra Harris, Professor Emerita, Educational Leadership, Lamar
University, Beaumont, Texas, USA
