ABSTRACT
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.
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No potential conflict of interest was reported by the author.
Additional information
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Aubrey Scheopner Torres
Aubrey Scheopner Torres is an associate professor in the Education Department at Saint Anselm College. Her research interests include teacher retention, competency education, teacher preparation, and social justice in education. She teaches elementary literacy methods, children's literature, and an introductory course to education in addition to teaching an interdisciplinary course in the humanities. Prior to teaching at the college-level, she taught second grade at a Catholic school, which informs her research and teaching interests.