Abstract
In order to address the issue of persistent teacher shortages, urban districts increasingly rely on alternatively licensed teachers who are often viewed as well-suited to work in urban areas because of their greater age, life and work experiences, and understanding of diverse communities. Yet, research on the retention of these teachers remains inconclusive, with some notable studies suggesting that alternatively licensed teachers are as likely as their traditionally prepared counterparts to quit teaching or migrate out of urban school settings. In this study, we explore the process and salient considerations of five alternatively licensed math and science teachers deciding whether or not to continue teaching in a Midwestern, urban school district. Whereas previous studies typically examine teacher recruitment and retention issues through a narrow analysis of labor market incentives and other external inducements, our study situates teachers’ career decisions within a more holistic narrative that illustrates how individual actions are never determined by any single factor, but rather a web of simultaneous and sometimes contradictory forces generated by prior expectations and immediate realities that are professional as well as personal in nature.
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Notes
To protect the anonymity of study participants, no specific reference is given for the newspaper and website sources.
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Ng, J.C., Peter, L. Should I Stay or Should I Go? Examining the Career Choices of Alternatively Licensed Teachers in Urban Schools. Urban Rev 42, 123–142 (2010). https://doi.org/10.1007/s11256-009-0120-7
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DOI: https://doi.org/10.1007/s11256-009-0120-7