Why Are They Staying? Teacher Stayers' Perceptions of Noncognitive Traits and Their Role in Teacher Retention

• In Event: Roundtable Session 43
  In Roundtable Session: Lives of Teachers: Characteristics and Traits

Abstract

In order to better understand teacher stayers’ reasons for remaining in the classroom, an adapted Q-sort methodology was used in individual interviews with seven teacher stayers. Teachers identified the non-cognitive factors that most influenced their decision to remain in the classroom, and those that least influenced their decision making. Resilience and hope were identified as personal traits that influenced teacher stayers’ decision to remain in the profession.

Authors

• Nancy Holincheck, George Mason University

• Corey Ranshaw Sell, Metropolitan State University of Denver

• Kathleen Matson, George Mason University

• Monique Apollon Williams, George Mason University