Commitment to the Profession: Elementary Teacher Perceptions of Self-Determination and Professional Retention in Tennessee

Teacher burnout and loss of teachers in the profession have affected school and district capacity to effectively staff all positions. The pandemic brought about unique changes and challenges to classrooms worldwide, disrupting the educational process for over 94% of the world’s student population. The purpose of this phenomenological study was to examine factors influencing teacher self-determination and retention at the elementary school level in Tennessee school districts to better understand how administrators can support teachers. The central research question investigated elementary teacher perceptions of self-determination and professional retention. A series of in-depth interviews with twelve participants produced data and subsequent analysis to establish an understanding of this phenomenon. The key findings illustrate teacher self-determination results from love for students, autonomy in instructional practices, relatedness through relationships with colleagues and administration, and competency through administrators’ and society’s trust in their professional capabilities. Participants noted compassion fatigue and emotional exhaustion, as teachers reported feeling undervalued in the work. However, mentorships, relationships with their colleagues and administrators, and shared leadership provided a support system to enhance opportunities for teacher motivation and retention. Personalized professional learning experiences for teachers built their capacity and empowered them in their work. Findings highlighted leadership practices that support collaborative experiences and professional learning as integral components of the school culture to foster teacher commitment to the profession.