Document Type
Dissertation
Degree
Doctor of Education
Major
Educational Practice
Date of Defense
4-18-2024
Graduate Advisor
Terrance Freeman, Ph.D.
Co-Advisor
Shawn Woodhouse, Ph.D.
Committee
Thomasina Hassler, Ph.D.
Abstract
This dissertation examines the complex teaching landscape through historical and contemporary lenses, exploring the various societal changes and challenges that have shaped teacher motivations over the decades. The researchers use autoethnography and duoethnography methodologies to explore two educators' personal and professional lives, highlighting their resilience and adaptability amid evolving educational demands and societal pressures. These educators' narrative journeys and dialog reveal the deeply personal and contextual nature of teaching, underscoring the importance of identity, cultural background, and the ability to find joy and fulfillment despite challenges. This research sets the stage for a reflective and insightful exploration of the teaching profession and guides how veteran and new teachers can be retained
Recommended Citation
McIntosh, Joelle and Johnson, Erika S., "Why We Stay - Considering the Past, Contemplating the Present, and Suggestions for the Future" (2024). Dissertations. 1413.
https://irl.umsl.edu/dissertation/1413
Included in
Educational Administration and Supervision Commons, Educational Leadership Commons, Elementary Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Secondary Education and Teaching Commons