Abstract
Teachers are leaving the profession at an alarming rate. Beginning teachers are one of the largest groups of teachers to leave the profession every year. This paper examines the common internal and external conflicts that first-year teachers struggle with in order to create their teaching identity and how that affects their retention. Through the analysis of educational experts and their evidence-based research, the conflicts of new teachers have been collected and analyzed to determine the reasons why new teachers are not staying in the profession. Conclusions are drawn regarding how education teachers, district/school officials, and political officials can make changes so that first-year teachers will remain in the teaching profession.
Semester/Year of Award
Fall 2023
Mentor
Dr. Timothy A. Jansky
Mentor Department Affiliation
Teaching, Learning, and Educational Leadership
Access Options
Open Access Thesis
Degree Name
Honors Scholars
Degree Level
Bachelors
Department
Teaching, Learning, and Educational Leadership
Presentation
https://docs.google.com/presentation/d/19OQUnS0i1hBU6jJnb4FNh2NDyAsV9eIgHMxZzJLAYAM/edit?usp=sharing
Recommended Citation
Hewitt, Maddison L., "The Contradictions of First-Year Teaching: Why New Teachers Don't Want to Return to the Classroom" (2023). Honors Theses. 1001.
https://encompass.eku.edu/honors_theses/1001
