Why Stay? Giving Voice to Veteran Teachers Who Remain in Predominantly Minority, Low-Income, Rural Schools

• In Event: The Nexus of Leading and Teaching in Rural Spaces

Abstract

Extensive research has revealed why teachers in rural locations leave their posts within the first five years of teaching. Limited literature exists highlighting why veteran teachers who thrive in the same location remain. A qualitative study was conducted to uncover the phenomenon of why veteran teachers in predominantly minority, low-income, rural districts remain past the first five years of teaching. Criterion sampling was used for participant selection. A deep understanding of the phenomenon was discovered through face-to-face interviews, written letters to novice teachers, and a photo narrative. The results showed that veteran teachers remain in rural locations because teaching is their calling, belongingness and love needs, everlasting relationships with students, and student growth and academic success.

Authors

• Veronica Bradley, West Lee Elementary School

• Lisa Hall Foster, Liberty University