Pathways to teacher retention: comparing career choice satisfaction & commitment to teaching of career change teachers and traditionally certified teachers in independent schools
Date
2025
DOI
Authors
Version
OA Version
Citation
Abstract
This qualitative phenomenological study explored how career choice satisfaction and long-term commitment to the teaching profession differ between Career Change Teachers (CCTs) and Traditionally Certified Teachers (TCTs) working in independent high schools. Although independent schools face unique challenges with teacher retention and recruitment, little research has investigated how differing pathways into teaching shape satisfaction and sustained commitment in this setting. Grounded in Self-Determination Theory (Deci & Ryan, 2000) and Social Cognitive Career Theory (Lent et al., 1994), this study examined the lived experiences of twelve high school teachers across four independent schools in Rhode Island.Through in-depth, semi-structured interviews and one focus group, this study revealed nuanced differences in motivation, satisfaction, and retention trajectories. CCTs, many of whom transitioned into teaching after disillusionment with prior careers, often reported high levels of intrinsic satisfaction, resilience, and enduring commitment. Despite lacking formal pedagogical training, CCTs actively sought mentorship, engaged in self-guided learning, and cited autonomy and purpose as key motivators. In contrast, TCTs—those who entered teaching directly after college through traditional certification programs—expressed strong professional identity and a passion for student engagement, but several noted waning commitment due to work-life imbalance, limited financial advancement, and institutional fatigue.
Findings indicated that while both groups experienced intrinsic rewards, TCTs faced greater vulnerability to burnout and attrition, with Participants 1 and 12 planning to exit the profession in the following year. Meanwhile, Participant 3, a CCT in his first year of teaching, reported strong affirmation in his career shift and high commitment to the profession. This study highlights how professional background, institutional context, and motivational drivers intersect to influence teachers’ career choice satisfaction and retention. The study concludes with practical recommendations for independent school leaders to tailor recruitment, support, and retention strategies to the distinct needs of CCTs and TCTs, fostering a more sustainable and satisfied teaching workforce.
Description
2025
License
Attribution-NonCommercial-NoDerivatives 4.0 International