1. The Staying Power of Teachers
Insights on Achieving Resiliency in the Profession
DeJuanna M. Parker
Hampton University
Dr. Barbara D. Holmes
Hampton University

2. • Nationally and locally, educational policymakers
are attempting to understand and address
teacher attrition, rather than placing emphasis
on best practices to influence experienced
teachers to remain in the profession (Chinn,
2007; Robbins-LaVicka, 2007).
• Studies have focused on urban teachers, novice
teachers, and teachers certified from alternate
entry programs who leave the profession before
attaining tenure. Evident from these works is the
notion that teacher attrition is important as it
affects school districts at all levels. Deficiencies
exist, however, in the research literature
regarding retention of veteran teachers
(Hammerness, 2006; Ingersoll & Smith, 2003;
Mertler, 2012; Nieto, 2001).
Introduction: Attrition-Focused Policy
and Research

3. Introduction
A report from the Center for Educational Statistics
determined 12% of teachers who left the profession
were teachers with fewer than five years of
experience, but 5% of teachers who left had 10-19
years of experience (Keigher, 2010). Ingersoll
(2003) reported this condition prior to current
assessments, tracking movement of teachers
between schools or leaving the profession
completely. Even with high attrition rates,
experienced teachers are leaving the profession in
lesser proportions than novice teachers.

4. Focus
Understanding motivations and
approaches of experienced teachers may
shed light on best practices in which
policymakers, administrators, and other
educational leaders can engage.

5. What motivates
veteran teachers to
stay?

6. Research Design
• Qualitative
• Phenomenological
• Convenience Sampling

7. Three Questions
Question 1 Question 2 Question 3
What are the top three
issues you have to
confront that challenge
your resolve to remain
in teaching?
How do you combat
those issues to the point
that you decide to keep
teaching?
Experienced teachers
and novice teachers
face some of the same
challenges. What do
you see that veteran
teachers do differently
with these same
challenges?

8. Top 3 Challenges - #1
• Time for planning and instruction (or
lack thereof)
– Test Preparation
– Interruption
– Ancillary Duties

9. Top 3 Challenges - # 2
• Increased paperwork (data collection) related
to formative and/or summative evaluation

10. Top 3 Challenges - # 3
• Money
– Retirement
– Selling Planning Periods
– Coverage of Classes
– Not commensurate

11. Combatting the Challenges
Internally
Spiritual and Faith-based Responses
Finding Perspective
“Keeping the main thing the main
thing”
Understanding the mutability of
education

12. Differences between New Teachers and
Veteran Teachers
Veteran Teachers
• Do not panic when
change comes
• Increase pedagogical
skills
• Create life-work
balance
• Have the advantage of
experience
New Teachers
• Show apprehension
• Go with what they
learned in college or
at another school
• Are overwhelmed
• Sometimes do not
stay long enough to
gain experience

13. What is Resilience?
• Resilience is the capacity of individuals
and communities to devise culturally
meaningful ways to portion resources
in order to thrive in the environment
(Ungar, 2008).

14. Parker’s Points
Toward the Building of Resilience
• Purpose
• Priority
• Perspective
• Power

15. References
Chinn, R. P. (2007). Voices of experience: Why do secondary school teachers
choose to remain in a mid-Atlantic exurban school district (Doctoral
dissertation). Retrieved from ProQuest. (UMI No. DP18970
Hammerness, K. (2006). Seeing through teachers’ eyes. New York, NY: Teachers
College Press
Ingersoll, R. M. (2003). Is there really a teacher shortage? Seattle, WA: University
of Washington, Cemter for the Study of Teaching and Policy
Ingersoll, R., & Smith, T. (2003, January 1). The wrong solution to the teacher
shortage. Educational Leadership, 60(8), 30-33. (ERIC Document
Reproduction Service No. EJ666112)

16. References
Keigher, A. (2010). Teacher attrition and mobility: Results from the 2008-09
teacher follow survey. Washington, DC: U. S. Department of Education.
National Center for Education Statistics.
Mertler, C. A. (2012). Action research: Improving schools and empowering
educators. Thousand Oaks: Sage Publications.
Nieto, S. M. (2003, May). What keeps teachers going? Educational Leadership,
60(8), 14.
Robbins-LaVicka, M. M. (2007). Persisting mathematics and science high school
teachers: A Q-methodology study (Doctoral dissertation). Retrieved
from ProQuest. (UMI No. 3272681).
Ungar, M. (2008). Putting resilience theory into action:Five principles for
intervention. In L. &. Liebenberger, Resilience in action (pp. 17-38).
Toronto: University of Toronto Press.