Accomplished Novice Urban Teachers Explain Their Decisions
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SHOULD I STAY OR SHOULD I GO? ACCOMPLISHED NOVICE URBAN TEACHERS EXPLAIN THEIR DECISIONS by Jennifer Allen Dissertation Committee: Professor Thomas Hatch, Sponsor Professor Maria Paula Ghiso Approved by the Committee on the Degree of Doctor of Education Date 20 May 2020 Submitted in partial fulfillment of the requirements for the Degree of Doctor of Education in Teachers College, Columbia University 2020 ABSTRACT SHOULD I STAY OR SHOULD I GO? ACCOMPLISHED NOVICE URBAN TEACHERS EXPLAIN THEIR DECISIONS Jennifer Allen What factors—personal, contextual, and professional—contribute to accomplished early career urban teachers’ perceptions of effectiveness and their decisions to stay or leave their classrooms? The finding of this study was that no single factor is responsible for whether a teacher chooses to stay or leave his or her classroom; however, there is a constellation of factors that plays a role in both supporting and frustrating teachers; how the teachers respond to these factors and how these factors interact help to explain their decisions. What differentiates the degree of impact of the institutional or professional factors on the teachers’ morale and, ultimately, on their decisions to stay or leave their classrooms are the other mitigating factors—namely, the personal and contextual factors that either bolster the teachers or diminish their level of commitment. Seven connecting assertions are drawn from an examination of the commonalities and differences between and among cases regarding the factors that contribute to each teacher’s perception of success and influence his or her career decision to stay in or leave the urban classroom. These assertions regarding the factors that contribute to teachers’ perceptions of success and their career decisions include: the alignment of each teacher’s classroom experience with his or her expectations shaped by earlier events and relationships the ability of each teacher to cope with and manage the day-to-day challenges by incorporating self-care and cognitive reframing strategies in order to maintain optimism, resilience, and well-being the establishment of a relationship of mutual and reciprocated trust with the school leader(s) the teacher’s perceived quality of relationships with colleagues the teacher’s perceived ability to establish individual, personal, and authentic connections with students the ability to make decisions regarding curriculum and pedagogical practice the ability to tolerate and navigate constant and seemingly questionable change Copyright Jennifer Allen 2020 All Rights Reserved ii ACKNOWLEDGMENTS This study represents a long, arduous, and rewarding journey that I certainly could never have accomplished alone. I’d like to express my deepest gratitude to those people who have supported me along the way. Professor Tom Hatch for challenging me to think more deeply, month by month, page by page. Professor Maria Paula Ghiso for stretching my worldview through a kind and critical eye. Professors Jim Borland and Chris Emden for engaging in a thoughtful and probing discussion during my dissertation defense. Professor Karen Zumwalt for introducing me to the notion of the lives of teachers. My mother, Betty Ann, for learning to stop asking when I was going to finish and reminding me that I had this. My son, Chris, for feigning interest even when the conversation probably wasn’t all that riveting. My husband, Tom, for showing me the grit and self-discipline required to be a writer, creating the space that allowed me to get it done, and understanding the therapeutic imperative of the occasional trip to Staples. My students, colleagues, and leaders over the years who have helped me understand what it means to be a teacher. Finally, to Libby, Meg, Tobey, Janet, Corinne, and Amalia—you know who you are—for your generous commitment and thoughtful contributions to this study. J. A. iii TABLE OF CONTENTS Page Chapter I—INTRODUCTION ......................................................................................1 Background of the Problem ...............................................................................6 Personal Factors ........................................................................................8 Contextual Factors ....................................................................................9 Professional Factors ................................................................................10 Statement of the Problem .................................................................................13 Rationale for the Study ....................................................................................14 Statement of Purpose .......................................................................................15 Research Questions ..........................................................................................16 Research Design/Conceptual Framework ........................................................16 Significance of the Study .................................................................................19 Researcher’s Perspectives ................................................................................19 Chapter II—REVIEW OF THE LITERATURE .........................................................22 Teacher Attrition: Who is Leaving, from Where? ...........................................22 Retention vs. Recruitment .......................................................................24 Cost to Communities, Schools, and Students .........................................26 Teacher Identity Development and Early Career Teachers .............................29 Searching for Definition .........................................................................30 Personal, Contextual, and Professional Influences .................................33 Influences on Teacher Attrition .......................................................................35 Personal Factors ......................................................................................36 Contextual Factors ..................................................................................38 Professional Factors ................................................................................45 Lessons from the Review of the Literature ......................................................48 Theoretical Construct of Experience, Continuity, and Perception of Effectiveness ...........................................................................................50 Chapter III—METHODOLOGY .................................................................................52 Research Design ...............................................................................................53 Rationale for Case Study Research ..................................................................55 Research Context .............................................................................................55 Participants .......................................................................................................57 Data Collection ................................................................................................60 Interviews ................................................................................................60 Artifacts...................................................................................................62 Data Analysis ...................................................................................................64 Pilot Study ........................................................................................................68 Ethical Considerations .....................................................................................72 Issues of Trustworthiness ........................................................................74 Role of the Researcher .....................................................................................75 Limitations of the Study ...................................................................................77 iv Chapter IV—ANALYSIS ............................................................................................78 The Cases: Libby, Amalia, Meg, Corinne, Tobey, and Janet ..........................78 Continuum of Commitment ....................................................................79 Emergent Themes ...................................................................................80 Case Studies .....................................................................................................81 Libby .......................................................................................................81 Libby’s path to teaching .................................................................82 Personal factors ..............................................................................83 Early influencers ...................................................................83 Initial teaching experiences ...................................................84 Self-care and well-being .......................................................84 Contextual factors ..........................................................................85 Relationships with leaders ....................................................85 Change in leadership .............................................................86 Relationships with colleagues and school climate ................87 Relationships with students...................................................88