Through a teacher's eyes: A narrative inquiry on teacher retention and support in Arizona rural schools

摘要

No free society can survive without an educated population. The public school system is charged with the education of all residents in the United States. Schools are located in every city and rural area in America. Teachers who are qualified, effective, and dedicated are essential to success in student learning. The subject of teacher retention and support is the topic of this study. Five teachers from small rural schools in four different Arizona counties, were recruited as the subjects for research. Their combined years of teaching experience represent over 100 years. The methodology used is Narrative Inquiry as a way to analyze and interpret the data. Interviews were conducted in person in each of the four communities. Each interview was recorded and transcribed. A summary was made using each narrative and manual coding identified reoccurring themes. The themes identified from the data fell in to five main categories (1) The reasons for long term retention, (2) Administrators, (3) Professional development, (4) Accountability, and (5) Teacher challenges and encouragement.;Through the teacher stories of these veteran teachers who have taught long term in their perspective small rural schools in Arizona, it is hoped that a greater insight into the life of a rural school teacher will be gained, a better understanding of teacher support that leads to retention, and ways that teacher support might be improved.