Annotated Bibliography Why Teachers Stay

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University of South Carolina *

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101L

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Sociology

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Feb 20, 2024

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Seelig, & McCabe, K. M. (2021). Why Teachers Stay: Shaping a New Narrative on Rural Teacher Retention. Journal of Research in Rural Education, 37(8), 1–16. https://doi.org/10.26209/jrre3708 This article focuses on the reasons why teachers in rural community school districts stay in their positions, rather than leaving. The data gathered from this collective case study originated from teacher and administrator interviews from three different rural school districts in Wisconsin. The information provided in the interviews from each of the three rural school districts all presented similar connections for reasons regarding teacher retention and recruitment. The themes conferred by all of the teachers and administrators during their interviews that resembled close correlation to their willingness to stay included: commitment to students, opportunities for leadership and collaboration, connections to community, personal and professional ties. The ability to address students’ needs or interests concerning teachers’ commitment to their student was a common academic emphasis among all three school districts. This corresponded positively with teacher’s freedom to structure their own classroom’s curriculum without administrative disruption. Supportive relationships between teachers and their colleges was one comparable topic represented within the opportunities for leadership and collaboration section. Discussion regarding the significance of a collaborative school environment was also a compelling reason for teachers to stay in their positions. The most influential reference point was how the three school districts shared notable interest to remaining in their roles as teachers due to their involvement with the community outside of school. The teachers signified that their responsibilities within their schools held high impact for the students and family of their own rural communities. The last finding was how teachers incorporated their own personal and familial factors into the reasoning for their descensions to stay as teachers at their rural schools. The teachers offered information in respect to how the quality of the education they provided influenced their own family and friends, which effected their own personal life. The confliction between the teachers professional and personal life was mentioned frequently and the urge for a new way of thinking about the rural community corresponded with their concerns. A collocated model of a rural school and community figure was illustrated within the article. This model’s goal was to depict the intricate relationships between the rural school and the community around it. In their conclusion, the author argued that rural schools must incorporate new ways of involving teachers within the community collaboratively beyond parent teacher conferences and school fairs. Teacher retention rates are said to be heavily amplified by creating relationships between community and schools in the district. The importance of ample school funding through the community and cultural involvement of the community was thought to ultimately effect teacher satisfaction and retention.

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