Dissertation
BECAUSE I STAY: EXPLORING THE LIVED EXPERIENCES OF FEMALE MID-CAREER MIDDLE SCHOOL MATHEMATICS TEACHERS
Washington State University
Doctor of Philosophy (PhD), Washington State University
05/2025
DOI:
https://doi.org/10.7273/000007383
Abstract
This hermeneutic phenomenological study explores the lived experiences of several female mid-career middle school mathematics teachers to deepen our understanding of the wicked issue of teacher retention. Most research on teacher shortages has consisted of quantitative studies of novice and veteran teacher attrition. However, mid-career teachers still in the profession can shed light on teacher retention if given the opportunity to share their experiences in a qualitative research approach. Through the photovoice method, the five female participants documented their lives with photographs, written journal reflections, and group discussions. This approach allows teachers to share their voices, actively contributing to the research process and influencing how their experiences are represented. In this way, photovoice reduces the researcher-participant hierarchy. It also aligns with the personal and relational nature of teaching. With the integration of photovoice and hermeneutic analysis, five themes emerged: recognizing purpose, nurturing a shared learning culture, treasuring the moments, persisting through challenges, and recharging. The themes represent foundational elements that have contributed to the growth and resilience of these mid-career teachers, offering insights into how they see themselves as educators and why they have remained in the profession. By asking why teachers stay rather than why they leave, this strength-based approach reveals the role of resilience in teachers deciding to remain in the profession. By increasing our understanding of teacher retention, findings have significant implications for administrators, teacher educators, education advocates, and teachers of all levels.
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Details
- Title
- BECAUSE I STAY
- Creators
- Tara Heikila
- Contributors
- Kristin Lesseig (Chair)Amy Roth McDuffie (Committee Member)Ethan Smith (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Department of Teaching and Learning
- Theses and Dissertations
- Doctor of Philosophy (PhD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 184
- Identifiers
- 99901220327701842
- Language
- English
- Resource Type
- Dissertation