ABSTRACT

High teacher attrition rates hinder schools in their ability to provide quality instruction. While studies have identified factors related to attrition (e.g., salary, administrative support) and the emotions of teaching, research is needed that explores the impact of emotions on teachers’ career decisions. This study examines the emotional experiences of leaving teaching early (within the first 5 years) in the United States through qualitative analysis of interviews with 25 early leavers. Findings reveal that the majority of participants, 23 out of 25, experienced negative emotions about leaving, including anger as well as guilt. For 15 participants, their experiences changed their identities as teachers, which, along with emotions and decreased commitment, help to explain why they left.

摘要

高教师流失率阻碍了学校提供优质教学的能力。虽然研究已经确定了与减员（例如，工资、行政支持）和教学情绪相关的因素，但还需要研究情绪对教师职业决策的影响。本研究通过对 25 名提前离校者的访谈进行定性分析，考察了在美国提前（在前 5 年内）离校的情感体验。调查结果显示，大多数参与者（25 人中有 23 人）对离开有负面情绪，包括愤怒和内疚。对于 15 名参与者，他们的经历改变了他们作为教师的身份，随着情绪和承诺的减少，这有助于解释他们离开的原因。