A study of teachers: Their commitment and motivation to remain in the profession

Mary Katherine Sarafoglu, Fordham University

Abstract

This study was an effort to explore specific as well as more prevailing questions with respect to teacher motivation and commitment to remain in the profession. Specifically, there was an attempt to examine qualitatively how teachers view themselves and their development, where they place themselves in the educational schema, and how this is translated into a foundation for long-term dedication and commitment.^ A shortage of teachers, as well as the desirability and difficulty of retaining well-qualified ones, continue to be critical issues for urban schools, and this is supported by current research (Bobbitt, Faupel, & Burns, 1991; Carnegie Forum on Education and the Economy, 1986; Darling-Hammond, 1984; Grismer & Kirby, 1987; Feistritzer, 1983a, 1983b).^ The specific focus of this study on teacher commitment generated universal questions with respect to teacher education, the administration of schools, and staff development, all in the unique context of the urban high school. Previous research has been conducted on the concerns and perceptions of teachers, conditions in the workplace, and their impact on the decision to remain in teaching (Carnegie Foundation for the Advancement of Teaching, 1990; Chapman & Hutcheson, 1982; Grissmer & Kirby, 1987; Hargreaves, 1991). However, little research examines the resolute commitment and dedication of senior and experienced teachers, despite arduous conditions, to remain not only in teaching, but in their particular assignments. ^

Subject Area

Education, Administration|Education, Teacher Training|Education, Secondary

Recommended Citation

Sarafoglu, Mary Katherine, "A study of teachers: Their commitment and motivation to remain in the profession" (1997). ETD Collection for Fordham University. AAI9729608.
http://fordham.bepress.com/dissertations/AAI9729608

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