Program
K-12 Administration Ed.D.
Number of Pages
151
Year Approved
2025
First Advisor
Debra Castner
Second Reader
Lisa Silmser
Third Reader
Peg McCormick
Abstract
Teacher shortages have become a critical issue across various educational settings, with urban schools experiencing disproportionate levels of teacher attrition (Lamboy, 2023; Wiggan et al., 2021). This study investigated the philosophical and pedagogical perspectives of teachers who demonstrated longevity in urban educational settings. The research focused on the following question: how do teachers who sustain long-term careers in urban schools approach their work? Sub-questions explored the relationship between teacher beliefs, preparation, and perspectives in fostering job satisfaction and career commitment in these settings. The study employed a qualitative approach that included semi-structured interviews and thematic analysis to explore the lived experiences of teachers with 5 years of service or more in one urban educational setting. An appreciative inquiry framework guided the research methodology. A critical conclusion was that teachers who demonstrated longevity adhered to the well-founded belief that their work would make a positive difference in the lives of their students. Participants demonstrated care for student well-being, passion for their content area and innovative pedagogy, the desire to create a supportive learning environment, and personal qualities attuned to urban educational settings.
Degree Name
Education Doctorate
Document Type
Doctoral dissertation
Recommended Citation
Jorgensen, R. R. (2025). Why I Stay: A Qualitative Appreciative Inquiry Study Exploring Teacher Longevity in an Urban Educational Settings [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1149
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