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No Reservations: Teachers Who Stay

thesis
posted on 01.01.2013, 00:00 by Elizabeth Dawn Smith
Despite a vast body of research on why teachers choose to leave the education profession, less is known about why teachers choose to stay, and even less is known about the perspective of veteran non-Native teachers teaching in American Indian country. This study captures some of their perspective and reasons for longevity at reservation schools through five qualitative interviews with non-Native teachers averaging fifteen years experience in reservation classrooms. An analysis of these interviews yield the participants own explanations arranged into three common factors that play a part in why they choose to stay: (a) a feeling of acceptance from the school and reservation communities; (b) a sense of appreciation for Native ways of being, knowing, and living; (c) the belief that teachers with their skills, knowledge, and views on social justice are needed more in Indian country. Their stories add a nuance to our understanding of why non-Native teachers choose to stay committed to their students and schools despite the challenges of teaching a culturally diverse and impoverished population. Recommendations for school leaders in Indian country for retaining teachers include a stronger push to provide professional development for attaining knowledge and skills to be successful and feel purposeful in teaching Native populations. This study is part of a growing body of research on why teachers stay in education and will contribute to further research on similar topics.

History

Advisor

Houseal, Ana Wigg, Diana Norton, Jay

Degree

Master's

ISO

eng

Language

English

Publisher

University of Wyoming. Libraries

Collection

SMTC Plan B Papers

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