Leaving lessons: learning from the exit decisions of experienced teachers

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8 Scopus citations

Abstract

For most teachers in the United States, teaching is no longer a career-long occupation. This article examines the narratives of a particular group of leavers, former teachers who made significant investments in their teacher training and who taught for at least three years before making the decision to exit. The accounts of these invested leavers are used to look at workplace change as a motivating factor for teacher exit, particularly changes in classroom authority that occur after teachers have begun to feel competent.

Original languageEnglish (US)
Pages (from-to)50-62
Number of pages13
JournalTeachers and Teaching: Theory and Practice
Volume24
Issue number1
DOIs
StatePublished - Jan 2 2018
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Education
  • Arts and Humanities (miscellaneous)

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