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Finding joy in the fallback: a study of how teachers can stay and find happiness in their now chosen profession through self-efficacy

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Finding joy in the fallback: a study of how teachers can stay and find happiness in their now chosen profession through self-efficacy

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Finding Joy in the Fallback: A Study of How Teachers Can Stay and Find Happiness in
Their Now Chosen Profession Through Self-Efficacy
by
Shirley Tam Wong

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

May 2022

© Copyright by Shirley Tam Wong 2022

All Rights Reserved

The Committee for Shirley Tam Wong certifies the approval of this Dissertation

Afia Hemphill
David Cash
Cathy Krop, Committee Chair

Rossier School of Education
University of Southern California
2022

iv
Abstract
Research has shown that teacher motivation and commitment are both critical to the future
success of education. With almost 50% of all beginning public school teachers leaving the
profession within their first 5 years, there is a need to not only retain quality teachers but to
ensure their happiness in their chosen field. This study proposes the use of self-efficacy as the
framework in which we can address this problem. Thus, the objective of this study is to identify
the motivational factors that influence individuals to choose teaching as a profession and to
recommend strategies for said individuals to find greater joy and fulfillment in their current
roles. The study population will include all current first- and second-year teachers in the Long
Beach Unified School District who are in the secondary levels of grades 6-12. The subgroup of
teachers in Special Education will be excluded to focus the study on general education teachers.
The methodology will be mixed with both quantitative and qualitative measures in the form of
digital surveys and virtual interviews, respectively. Plans for analysis include triangulation of the
survey and interview data with the framework of Self-Efficacy. Study outcomes include the goal
of suggesting strategies for finding more joy in one’s fallback career choice of teaching in order
to attract and retain quality teachers in our schools.

v
Dedication

To Koopa, my constant corgi companion throughout this entire journey, who stayed faithfully by
my side through every class, every assignment, and every frustration and elation.
Here’s to your honorary Dog-torate.

vi
Acknowledgements
First, my deepest gratitude to my family and friends, who gave me the love and support
that motivated me to keep going through this journey. I would like to specifically thank my
mother and parent in-laws whose generous financial support allowed me to pursue my dreams.
I would also like to thank all of my professors at USC for your inspiring instruction that
has allowed me to grow personally and professionally.
To my fellow Avengers, thank you for the camaraderie and support. Each of you inspire
me in so many ways and I am truly grateful to be able to share this journey with this amazing
cohort.
I would be remiss if I did not sincerely thank my dissertation committee, Dr. Cash and
Dr. Hemphill, and chair, Dr. Krop, as without your support and guidance, I would not be able to
accomplish this milestone.
I am also immensely grateful to my colleagues and administration at Carson High School
who constantly encouraged and supported me. It is with this Colt Love that I have been able to
grow into the professional I am today.
Finally, to my husband, who nurtured me with food, laughter, and unwavering love.
Thank you for being my rock, plane, and tugboat.

vii
Table of Contents
Abstract iv
Dedication v
Acknowledgements vi
List of Figures x
Chapter One: Overview of the Study 1
Background of the Problem 2
Statement of the Problem 4
Purpose of the Study 5
Significance of the Study 6
Definition of Terms 7
Organization of the Study 7
Chapter Two: Review of the Literature 9
Motivation to Teach 9
Teacher Attrition and Connections to Burnout 12
Teacher Job Satisfaction and Self-Efficacy 17
Chapter Three: Methodology 22
Introduction 22
Sample and Population 23
Instrumentation and Protocols 25
Data Collection 26
Data Analysis 27
Validity and Reliability 28

viii
Summary 28
Chapter Four: Results and Findings 29
Participants 29
Findings 32
Results Research Question One: What Factors Influence Teachers to Choose
the Teaching Profession as a Career? 32

Discussion Research Question One 36
Results Research Question Two: What Are the Differences in How Teachers
View Their Jobs Depending on Whether Teaching Was Their First Choice
or Not? 37

Discussion Research Question Two 43
Results Research Question Three: Do Those Who Came to Teaching As
Their First Choice and Those Who Do Not Experience Different Levels
of Self-Efficacy as a Teacher? 44

Discussion Research Question Three 50
Results Research Question Four: What Are the Strategies Current Teachers
Can Use to Find Greater Joy and Fulfillment in Their Profession? 51

Discussion Research Question Four 54
Summary 56
Chapter Five: Discussion 58
Findings 59
Limitations 61
Implications for Practice 61
Future Research 65
Conclusions 65
References 67

ix
Appendix A: Teacher Survey 72
Appendix B: Interview Protocol 78

x
List of Figures
Figure 1: Survey and Interview Selection Criteria of Current Teachers 24
Figure 2: Current Subject Taught 30
Figure 3: Teaching as First-Choice Profession 31
Figure 4: Factors Influencing Choice of Teaching as Profession 33
Figure 5: Motivational Factors 36
Figure 6: I Am Happy with My Choice of Being in the Teaching Profession as a
Classroom Teacher 39

Figure 7: I Think About Leaving This Profession for Another Profession 40
Figure 8: I Plan on Staying in the Teaching Profession as a Classroom Teacher Until
Retirement 41

Figure 9: I Feel Respected as a Classroom Teacher in this Profession by Society as
a Whole 43

Figure 10: I Feel Confident in My Role as a Classroom Teacher 45
Figure 11: I Feel I Am in Control of My Own Classroom as a Teacher 47
Figure 12: I Am Happy in this Profession as a Classroom Teacher 48
Figure 13: I Believe I Can Be Happier in this Profession as a Classroom Teacher 49
Figure 14: I Believe I Have the Capacity to Change My Level of Happiness in My
Current Role as a Classroom Teacher 50

Figure 15: I Have Strategies That Help Me Feel Happier in My Current Role as a
Classroom Teacher 52

Figure 16: Key Recommendations for Practice 63
1

Chapter One: Overview of the Study
Introduction
“Finding Joy” explores the seldom discussed phenomenon of teachers whose first-choice
career was not in education. “Considering that teacher motivation and commitment have been
identified as crucial factors for the future success of education and schools…” (Heinz, 2015, p.
258), this study aims to examine the specific group of teachers who would not call teaching their
dream jobs. Although teaching is often considered a selfless act that garners respect and
admiration, research has shown that a “teacher shortage has been identified by the United
Nations Education, Scientific and Cultural Organisation (UNESCO) as a global problem
affecting countries all over the world” (Heinz, 2015, p. 260).
Teachers play many roles, including, “From the perspective of a social justice agenda,
teachers are furthermore expected to be social activists who are committed to diminishing
educational disadvantage as well as broader inequities of society” (Heinz, 2015, p. 258). This is
certainly a tall order, especially for someone who did not originally aspire to be a teacher. The
number of expectations for teachers have increased exponentially as student needs continue to
climb, especially in schools and communities serving students of color and low-income families
(Carver-Thomas & Darling-Hammond, 2019). These expectations require teachers to wear
multiple hats, some well beyond their capability, training, and desire.
It is no surprise then that “almost 50% of beginning U.S. public school teachers...leave the
profession within 5 years” (Raab, 2018, p. 583). This statistic becomes even more alarming “as
an educational issue, teacher attrition and retention refers to the need to prevent good teachers
from leaving the job for the wrong reasons” (Kelchtermans, 2017, p. 965). This constant rotating
2

door of teachers feeds into the equally alarming teacher shortage, resulting in understaffed
schools, and consequently, underserved students (Carver-Thomas & Darling-Hammond, 2019).
Teaching as a profession is no doubt a complex and oftentimes difficult one, despite the
popular sentiment that it is an easy job (Ashiedu & Scott-Ladd, 2012) with paid summers off. It
takes great resilience and a strong mindset to overcome the stress that comes with teaching, and
that is difficult even for someone who chose it as their first-choice profession. Those who did not
have a high probability of comprising 50% of new teachers who leave the profession within their
first five years (Raab, 2018). It is this group of teachers who we need to support to help mitigate
the erosion of our education’s workforce and stem the loss of our greatest asset, teachers.
Background of the Problem
Teachers are a fundamental resource for our students and education system. However, the
United States currently has a teacher turnover rate that negatively affects school and student
outcomes (Ingersoll, 2001), and that is exacerbated by the low perception of teaching as a
profession. According to Edsource (2018), the demand for new teachers is largely due to teacher
turnover (Lambert, 2018) and thus addressing this attrition is crucial to ameliorating the
country’s ongoing teacher shortages (Carver-Thomas & Darling-Hammond, 2019). Multiple
factors contribute to this teacher turnover and consequent shortage, “including lack of
administrative support, teacher salaries, and alternative certification” (Carver-Thomas &
Darling-Hammond, 2019, p. 1). Findings from studies suggest that teacher turnover rates vary
“across states and regions of the country, among and within school districts, and among teachers
of different types” (Carver-Thomas & Darling-Hammond, 2019, p.5). Regardless, the effect of
teacher turnover on school and student outcomes are widespread as high rates of attrition create
high financial burdens for schools and affect student learning as achievement rates are reduced
3

when teachers leave (Carver-Thomas & Darling-Hammond, 2019). Consequently, “Data show
teachers are more likely to leave schools where there are more students of color and more low-
income students” (Carver-Thomas & Darling-Hammond, 2019, p. 16-17). This trend directly
impacts student achievement as student learning is disrupted by new teachers and “these schools
wind up with teachers who have fewer years of experience and, often, significantly less training
to teach” (Carver-Thomas & Darling-Hammond, 2019, p. 17).
As we seek to address the issue of teacher attrition, particularly for that subset of teachers
who did not originally choose this profession as their first career choice, this study looks to
identify the motivational factors that influence individuals to choose teaching and how those
factors impact their levels of commitment to the profession. As suggested by research, “Student
teacher motivations offer an insight into the factors that attract individuals to teaching, which in
turn, may influence how long they may remain in their initial preparatory courses and the
profession…” (Heinz, 2015, p. 259). Studies have found that the motives for entering the
teaching profession fall under three main categories: intrinsic, altruistic, and extrinsic reasons
(Heinz, 2015). Intrinsic motivation stems from an individual’s pleasure in the task and their own
interests and passions. Extrinsic motivation, on the other hand, contrasts with this as this type of
incentive emanates from external factors such as salary, status, and job security. Individuals
prompted by altruistic motivation view what they do as valuable and significant, thus
contributing to society as a whole (Heinz, 2015).
To understand the link between teacher motivation to join and stay in the profession, it is
important to review studies that aim to understand the connection between these two drivers. A
study published in the Australian Journal of Teacher Education stated that, “The majority of
[teachers] cited intrinsic motivators as the reasons for joining the teaching profession and among
4

the serving teachers, those with higher intrinsic motivational drivers exhibited a more positive
intention to remain” (Ashiedu & Scott-Ladd, 2012, p.30 ). Thus, while extrinsic motivation such
as higher salaries and better working conditions are important, the research indicates that
intrinsic motivational factors had a greater impact on retention in the profession overall (Ashiedu
& Scott-Ladd, 2012).
While studies have identified the many reasons for teacher entry, retention, and attrition
from the profession, the concept of self-efficacy can be a potential remedy to the latter two
issues. Self-efficacy can be defined as an individual’s belief in their capacity to perform and
manage situations (Bandura, 2012). Research also shows that teacher self-efficacy can be
associated with many positive outcomes for both teachers and students (Pfitzner-Eden, 2016). As
a teacher’s belief in their self-efficacy is most malleable early in the teacher’s career (Pfitzner-
Eden, 2016), this concept is an important one to utilize in the development of novice teachers,
especially those who have found themselves “falling” into the profession. Also, self-efficacy can
be one of the most motivational factors influencing a teacher’s persistence, job satisfaction, as
well as student engagement and achievement (George et al., 2018). Thus, Bandura’s theory of
self-efficacy has an important role to play in today’s issues of teacher retention, attrition, and
satisfaction, and could be critical for teachers who did not intend to be in the profession, boosting
their confidence to excel and to find fulfillment in their current careers.
Statement of the Problem
While some individuals intrinsically choose to go into the teaching profession, many
others do not. The erroneous and disparaging quote of “Those who can, do; those who can’t,
teach” is at the forefront when one finds themselves turning to the profession due to a lack of
other options. It is thus important to identify the motivational factors that influence those
5

individuals to choose the teaching profession, albeit as a secondary or even tertiary option, and
what that difference in choice means in terms of staying in the profession. There is a need to
identify the differences in the overall perception and self-efficacy of teachers whose dream it was
to teach compared to those whose only choice was teaching. Little is known about the effect on
attrition and retention this difference in choice has, and due to a lack of qualified teachers
entering and staying in the classroom, research needs to be conducted to identify interventions
that can keep these teachers in the profession once there. This study then aims to suggest
strategies to improve overall joy and satisfaction for those teachers, with the goal of improved
recruitment, retention, and overall greater fulfillment.
Purpose of the Study
The purpose of this study is to identify the motivational factors that influence individuals
to choose teaching as a profession. This study will then compare the differences in perspective
and mindset between teachers who chose the profession as their first choice and teachers who did
not do so. Interviews and surveys will provide data on these motivational factors and the
differences in mindset while also examining the different levels of self-efficacy between the two
aforementioned groups of teachers. To examine self-efficacy, the study will draw on the
theoretical framework of Albert Bandura’s theory of Self-Efficacy, where “efficacy beliefs
influence how people think, feel, motivate themselves, and act” (Bandura, 2012, p. 2) The
ultimate goal of the study is to recommend strategies that current teachers, particularly those who
did not come into the profession as their first choice, can use to find greater joy and fulfillment in
their current roles.
Research Questions
The following research questions were used to guide this study:
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1. What factors influence teachers to choose the teaching profession as a career?
2. What are the differences in how teachers view their jobs depending on whether teaching
was their first-choice profession or not?
3. Do those who came to teaching as their first choice and those who do not experience
different levels of self-efficacy as a teacher?
4. What are the strategies current teachers can use to find greater joy and fulfillment in their
profession?
Significance of the Study
This research study will serve to analyze the seldom mentioned phenomenon of teachers
who did not choose teaching as their first profession and what they can do to find greater joy
where they are. This study may help encourage greater self-efficacy for all teachers, especially
those who did not choose the profession at first, to reap all the possible benefits that come from a
happier and more fulfilled teacher.
The impact of this study extends beyond teachers in their journey towards joy and self-
efficacy. This research can also help inform administrators at school sites on how they can best
support their teachers to enhance retention and boost overall staff morale. Leaders at the district
level can also utilize the results from this study to develop improved recruitment and preparation
programs for new teachers. Ultimately, all stakeholders in the field of education can benefit from
this study as joy is exponential, and the spread of it is indefinite, such is the potential of a happy,
fulfilled teacher.
Definition of Terms
Burn-out: defined as “a psychological syndrome emerging from a prolonged response to chronic
interpersonal stressors on the job” (Maslach & Leiter, 2016, p.103)
7

Expert Teacher: “possess a wealth of knowledge about classrooms-the kinds of situations and
social interactions that arise in the course of teaching-and have developed elaborate practical
knowledge for making sense of the complexity of events unfolding in classrooms” (Wolff et al.,
2017, p. 295)
Novice Teacher: in contrast to expert teachers, “have limited, less elaborate knowledge and
attend to classroom events with less interconnectedness and coherency” (Wolff et al., 2017, p.
295)
Self-Efficacy: “beliefs in one’s capabilities to organize and execute courses of action required to
manage prospective situations” (Bandura, 2012, p.2)
Teacher Attrition/Turnover: teachers leaving the profession (Carver-Thomas & Darling-
Hammond, 2019)
Organization of the Study
Finding Joy in the Fallback: A Study of How Teachers Can Stay and Find Happiness in
Their Now Chosen Profession Through Self-Efficacy is a research study organized into five
chapters. Chapter 1 commences the study with an overview that includes a discussion of the
differences between teachers who chose the profession and those who did not, the research
questions guiding the study, as well as definitions of terms used in the study. Chapter 2 offers a
literature review that includes the following: motivations for choosing teaching as a profession,
teacher mindsets, self-efficacy theory, and dimensions of teacher self-efficacy. Chapter 3
recounts the methodology used for the study, including the sample and population selection,
interview questions, and data collection and analysis. Chapter 4 details the findings of the
research and Chapter 5 consists of a summary of the findings, its implications for practitioners,
8

conclusions and recommendations. Complete references and appendices can be found at the
conclusion of this research study.

9

Chapter Two: Review of the Literature
The issue of teacher shortage in American public schools is significantly influenced by
the drivers of teacher motivation, attrition, and retention. These drivers are also heavily affected
by the levels of overall job satisfaction and teacher self-efficacy. It is important to study the issue
of teacher retention as teacher shortages and high teacher turnover have lasting effects on school
and student performance and achievement. In this chapter, I will first review the various
motivational factors that influence individuals to choose the teaching profession. I then address
the contributing factors of teacher attrition and retention to the overall teacher shortage issue.
Additionally, I will also review the many variables that contribute to teacher burnout, including
at the teacher, student, and organizational levels. Finally, I will discuss the concepts of teacher
satisfaction and self-efficacy, the latter of which is the theoretical framework from which this
study will be based. The presentation of the tenets of this framework will complete this chapter.
Motivation to Teach

Reasons Why Individuals Choose the Teaching Profession
There are many motivational factors that influence individuals to choose teaching as a
profession. An international review of empirical studies exploring student teachers’ career
motivations found that motivational factors include those that are intrinsic, extrinsic, and
altruistic in nature (Heinz, 2015). Intrinsic factors were found to be the most influential category
as to why individuals chose teaching as a career and, within intrinsic factors, the factor of a
general interest in a subject was found to be a major element in an individual’s decision to
become a teacher (Heinz, 2015). Altruistic reasons included contributing to society and being
able to work with children and were ranked highly as reasons for choosing the teaching career
(Heinz, 2015). Extrinsic factors such as job security, hours, and pay status were found to be less
10

influential than the above mentioned intrinsic and altruistic factors (Heinz, 2015). Additional
factors that were included in this study touch on student teachers’ teaching-ability related beliefs,
their prior teaching and learning experiences, the potential influences of family members and
others, as well as the impact of socio-cultural factors (Heinz, 2015). As such, student teachers’
career motivations and perspectives are often complex and there needs to be a deeper
understanding of why individuals chose the profession to improve recruitment and retention
(Heinz, 2015). It is also worthwhile to note that individuals who chose teaching as a fallback
career can develop intrinsic and/or altruistic motivations, especially if they are supported by
mentors (Heinz, 2015).
In a case study on the perceptions of emerging teachers, intrinsic motivation was again
cited for being the most influential factor for choosing the teaching profession (Houdyshell,
2019). The importance of early exposure to teachers was also noted as an influence for
individuals wanting to become a teacher themselves (Houdyshell, 2019). Encouragement for
choosing the field came from family members who were either teachers themselves or worked in
education (Houdyshell, 2019). With data showing the need for new teachers continuing to
increase in the future, the case study found that there is an overwhelming sense of fulfillment and
enjoyment from teaching from individuals who chose the profession (Houdyshell, 2019). Thus, it
is critical to understand why individuals chose teaching as a profession to increase recruitment
and retention.
In another review of various empirical studies on why people chose teaching, it was
found that a variety of intrinsic and altruistic factors affected one’s interest in the teaching
profession (Fray & Gore, 2018). While interest in teaching as a career often emerges early in
one’s life, such as during one’s school years, societal influences on one’s decision to enter the
11

profession have received relatively little attention (Fray & Gore, 2018). Even though most
previous studies focused on individuals who have already chosen teaching, there has been less
research on why people choose not to teach (Fray & Gore, 2018). Understanding why individuals
are not interested in the teaching profession could provide important insights to inform future
policies designed to attract people to the profession (Fray & Gore, 2018), which is important
given continuing projections of teacher shortages.
Teacher Shortages
There is a current ongoing teacher shortage across the country that will continue as
studies show that enrollment in teacher preparation programs have dropped by more than 70%
between the years of 2006-2016 (Darling-Hammond et al., 2016). In the areas of math, science,
and special education, the number of credentials issued to new teachers for said subjects dropped
from 2011 to 2014 (Darling-Hammond et al., 2016). In mid-October 2016, the education job
listing site of Edjoin listed more than 3,900 open teaching positions, which was double the
number listed at the same time in the year 2013 (Darling-Hammond et al., 2016). The shortage is
especially prevalent in California, where districts would have to hire 135,000 additional teachers
to reduce the student-teacher ratios to the national average (Darling-Hammond et al., 2016).
While some may argue that the teacher shortage is a myth, studies have confirmed that
there has been and will always be for the foreseeable future, a teacher shortage (Martin &
Mulvihill, 2016). This shortage is affirmed from data looking at the numbers of individuals
entering subjects such as special education and math (Martin & Mulvilhill, 2016). The reasons
for this ongoing teacher shortage include low salaries, a sense of disrespect from local and
federal officials, the low quality of life in the classroom and the pressure of high test scores
(Martin & Mulvihill, 2016). Even so, the demand for more teachers is projected to continue to
12

grow, with an extreme example coming from Clark County School District in Nevada as they
were still short of 700 teachers by midyear of 2015 (Martin & Mulvihill, 2016). The teacher
shortage is clearly a reality despite being touted as a myth by some and is an issue that will
continue to intensify if not addressed.
To further understand the future of the current teacher shortage, it is necessary to look at
an analysis of the teacher supply and demand in the United States. Based on a study’s analysis in
2019, teacher demand is projected to increase over the next decade while teacher supply
continues to decline (Sutcher et al., 2019). “Between 2009 and 2014, teacher preparation
enrollments declined by 35% and 23% fewer preparation candidates completed their programs”
(Sutcher et al., 2019, p. 4). This continued teacher shortage is driven by numerous elements,
including production of new teachers, teacher turnover, changes in educational programs, pupil-
teacher ratios, and the overall attractiveness of teaching (Sutcher et al., 2019). While current
teacher shortages differ from state to state, district to district, and across subject areas, nearly
every state in the country has reported teacher shortages, especially in the subjects of math,
science, and special education (Sutcher et al., 2019). In addition, according to new research cited
by the Learning Policy Institute in March 2021, the COVID-19 pandemic has worsened the
already existing teacher shortages, with factors including rising early retirements and
resignations as well as reduced incoming new teachers (Learning Policy Institute, 2021). In order
to comprehend and formulate possible solutions to this shortage, it is also necessary to look at
teacher attrition and retention and the connections to teacher burnout.
Teacher Attrition/Retention and Connections to Burnout
Teacher Attrition/Retention
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There are many factors that influence teacher attrition and retention rates including
intrinsic and extrinsic motivation. Generally, teachers who had higher intrinsic motivation
showed a more positive intention to remain in the profession as this type of motivation had the
most influence on one’s determination to stay (Ashiedu & Scott-Ladd, 2012). Also, the
longstanding notion that teachers have the sacred task to develop human capacity and excellence
remains a driving force for why individuals choose the profession (Ashiedu & Scott-Ladd,
2012). While others choose teaching due to its job security and other perceived benefits
including holidays off, promotion prospects, and the opinions of others, most still opt for the
profession for intrinsic reasons (Ashiedu & Scott-Ladd, 2012). Although these are reasons why
individuals choose the profession, there are a variety of causes that prompt those same
individuals to leave the career, including conflicting demands, lack of administrative support,
difficult working conditions, poor pay, better job alternatives, lack of training, and pressure from
personal issues (Ashiedu & Scott-Ladd, 2012).
The high turnover, or attrition, rate of teachers is worrisome as it can lead to a myriad of
issues for all school stakeholders. As of 2019, the national teacher attrition rate for the United
States was 8% annually, with higher rates in schools in the South, in the subjects of math,
science, Special Education, English Language Development, and world languages (Carver-
Thomas & Darling-Hammond, 2019). Turnover rates were also higher in schools with students
of color and students from low income families with teachers of color also demonstrating higher
turnover rates (Carver-Thomas & Darling-Hammond, 2019). As already mentioned in previous
studies, factors associated with higher turnover rates include a lack of administrative support,
teacher salaries, and alternative certification (Carver-Thomas & Darling-Hammond, 2019).
14

High teacher turnover can have a devastating impact on schools. High teacher turnover is
found to have lasting negative effects on the quality of instruction and thus, overall student
achievement (Sorensen & Ladd, 2020). Teacher turnover increases the proportion of less
experienced teachers at schools and makes it “harder to staff schools with more disadvantaged
students, lower academic performance and fewer nearby teacher preparation programs depend
more than other schools on unlicensed teachers to fill vacant positions” (Sorensen & Ladd, 2020,
p. 10). Data confirms that there are significant drops in student math and English scores as a
result of the high turnover of math and ELA teachers (Sorensen & Ladd, 2020). Even more
troubling is the statistic that long periods of high teacher turnover adversely affects student
academic outcomes, especially in schools with high populations of economically disadvantaged
students (Sorenson & Ladd, 2020).
As teacher attrition is an equity and social justice issue, it is critical to find ways to
address it efficiently and effectively. As teacher attrition and retention refers to the need to
prevent good teachers from leaving the profession for the wrong reasons (Kelchtermans, 2017),
it is necessary to look at what can be done to retain quality teachers. Some lessons learned from
research on teacher attrition include the central role of social relationships and teachers’ need for
social recognition and belonging (Kelchtermans, 2017). Performance policies also have an
impact on teacher attrition and there needs to be an understanding of the teachers’ work lives
(Kelchtermans, 2017). With so much pressure being placed on high stakes tests, teachers have
internalized such scores as the standard for their performance, which can lead to a sense of
failure, self-doubt and ultimately, turnover (Kelchtermans, 2017). Teachers have also been found
to have given up on their chosen profession due to feeling that they are not able to achieve what
is necessary or good, a notion called “principled resistance,” or the refusal to give into pressures
15

and thus quitting teaching altogether (Ketchtermans, 2017). Clearly, much needs to be done in
terms of policy to ameliorate the trend of teacher attrition that has lasting detrimental effects on
school and student achievement.
Teacher Burnout Statistics
Surveys and reports indicate that teacher burnout is an ongoing problem as only 39% of
US teachers reported that they were satisfied with their job (Rankin, 2016). A survey by the
American Federation of Teachers in 2015 revealed that a staggering 73% of teachers reported
that they were often under stress, and the National Union of Teachers reported in 2013 that 55%
of US teachers had low to very low morale (Rankin, 2016). More recently, the COVID-19
pandemic created more burnout as teachers who had less skills related to technology pre-
pandemic experienced intensified problems during remote teaching (Panisoara et al., 2020).
Studies show that burnout and stress related to technology is highly related to a mismatch
between Person-Technology-Enhanced Learning (Panisoara et al., 2020). Thus, “the biggest
challenge of instruction during the COVID-19 pandemic... is to stimulate the interest of teachers
to continue teaching and learning in virtual environments” (Panisoara et al., 2020, p. 15). While
teacher burnout was always an issue pre-pandemic, it is especially important to pay attention to
teacher stress levels during the pandemic as those feelings are often invisible due to being remote
(Panisoara et al., 2020).
In a survey by the National Education Association conducted in 2020, it was reported that
28% of teachers said that COVID-19 has made them more likely to leave teaching or retire early
(Singer, 2020). In the same poll, 55% of veteran teachers with more than 30 years of experience
stated that they were considering leaving the profession due to the pandemic and 20% of teachers
with less than 10 years of teaching experience said the same (Singer, 2020). The introduction of
16

hybrid programs that required teachers to teach both in-person and remotely simultaneously
proved to be particularly stressful, and a survey in Indiana conducted in the Fall of 2020 cited
that 72% of school districts had worsened school staffing problems due to the pandemic (Singer,
2020). Factors during the COVID-19 pandemic that led to increased teacher burnout included
abrupt openings and closures of campuses leading to repeated switching back and forth between
in-person and online teaching and also the leading of back-to-back video lessons for both in-
person and online students, causing a doubling of their workload and an overall increase in
teacher exhaustion (Singer, 2020). All these reasons are adding to the burnout teachers already
felt in the profession, factors that existed long before the COVID-19 pandemic.
Reasons for Teacher Burnout
There are many variables that contribute to teacher burnout including high job demands,
poor working conditions, and lack of autonomy. Before delving into those variables, it is
important to define teacher stress and burnout as a teacher’s overall experience of unpleasant or
negative emotions that result from some aspects of their work (Harmsen et al., 2018). As such,
this teacher stress often consists of two components, stress causes and stress responses, the
former of which can include high job demands, pupil misbehavior, poor working conditions,
poor relationships at work, conflict of roles and role ambiguity, lack of autonomy, poor school
spirit and a lack of developmental opportunities (Harmsen et al., 2018). Stress responses, then,
can include tension, a range of negative emotions, and general discontent (Harmsen et al., 2018).
Put together, stress causes and a lack of resources to mitigate them can result in stress and
emotional exhaustion (Harmsen et al., 2018), leading to the dreaded teacher burnout.
There are also many personal and contextual factors that relate to teacher burnout.
Research shows that teachers who experience low burnout generally perceive their work
17

environments to be nurturing while those who experience high burnout regard their surroundings
to be combative and constraining (Richards et al., 2018). While all teachers have some level of
workplace stress that they need to manage, the three most common forms of stress in education
involve specifically an overload of, ambiguity of, and a conflict in teacher roles (Richards et al.,
2018). Also, it is important to note that burnout can be conceptualized with three interrelated
dimensions, including emotional exhaustion, depersonalization, and a reduced sense of personal
accomplishment (Richards et al., 2018). Without a way to combat these stress inducing elements,
teachers will continue to burnout and leave the profession.
A further look into teacher burnout sees it defined as a psychological syndrome that
emerged due to a prolonged exposure to chronic interpersonal stressors on the job (Saloviita &
Pakarinen, 2021). While the burnout levels differed between different teacher categories, it was
the highest amongst subject teachers and lowest amongst special education teachers (Saloviita &
Pakarinen, 2021). Despite the fact that class size and students with special needs had minimal
effect on teacher burnout, the availability of additional help was associated with lower levels of
teacher burnout (Saloviita & Pakarinen, 2021). Thus, certain factors help alleviate burnout while
others have little to no effect, prompting the need to look at which is which.
Teacher Job Satisfaction and Self-Efficacy
What Influences Teacher Job Satisfaction
There are a variety of factors that contribute to teacher job satisfaction including the level
of fit between the person and the organization and job as well as the quality of relationships
between individuals. It is important to identify these factors as studies find that teacher
satisfaction levels are at their lowest in the past 25 years (Ellis et al., 2017). Research finds that
one contributing factor to this statistic is that of a poor fit between the person and the
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organization (P-O) and the person and the job (P-J) (Ellis et al., 2017). It is found that higher
levels of P-O and P-J fit were linked to higher teacher satisfaction rates with accurate job
references helping to increase the fit between P-O and P-J (Ellis et al., 2017). Thus, a way to help
increase teacher job satisfaction would be to provide newly hired teachers with accurate job
descriptions, a task that befalls the school and district leaders as they must find ways to increase
a potential candidate’s knowledge of the school and student needs during the hiring process
(Ellis et al., 2017).
In looking at teacher job satisfaction at the organizational level, the overall health of the
organization, defined at the school level to be how capable administrators are, how high
expectations are set with students demonstrating high academic focus, and the general feelings of
teachers, proved to be the strongest predictor of teacher stress and satisfaction (Ouellette et al.,
2018). Also, the climate of the organization along with teacher connectedness served as potential
influences on teacher job satisfaction (Ouellette et al., 2018). Other common factors of teacher
satisfaction included student academic success in the classroom, administrative leadership styles,
and a general positive school climate (Ouellette et al., 2018). Positive teacher-student
relationships and communication and collegiality were also associated with greater job
satisfaction (Ouellette et al., 2018).
In regards to teacher collegiality and collaboration, studies confirm that a major
contributing factor to teacher burnout is low job satisfaction due to feelings of isolation (Reeves
et al., 2017). To reduce these feelings of isolation, opportunities to collaborate serve as a viable
way to reduce burnout by increasing job satisfaction (Reeves et al., 2017). Teaching by nature is
a social profession and thus teacher isolation can lead to job dissatisfaction. Due to the social
nature of the profession, data shows that time spent by teachers visiting other classrooms and
19

working on new ideas together correlated to higher job satisfaction ratings in the United States
(Reeves et al., 2017). Collaboration is a key factor in alleviating teacher burnout and increasing
satisfaction.
Self-Efficacy Theoretical Framework
One’s self-efficacy can be influenced by various factors, including mastery as well as
vicarious experiences, social persuasion, and physiological and emotional states. Coined by
psychologist Albert Bandura in 1977, the theory of Self-Efficacy refers to the belief an
individual has in their ability to do something. Bandura further states that people’s beliefs of
their self-efficacy can be developed by four main forms of influence, including mastery
experiences, vicarious experiences, social persuasion, and physiological and emotional states
(Bandura, 2012).
Bandura asserts that mastery experiences is the most effective way to create a strong
sense of self-efficacy (Bandura, 2012) as “it involves acquiring the cognitive, behavioral, and
self-regulatory tools for creating and executing appropriate courses of action to manage ever-
changing life circumstances” (Bandura, 2012, p. 3). The second most influential way of creating
and strengthening self-efficacy is through vicarious experiences, or seeing similar others succeed
through perseverance (Bandura, 2012). The third way of building one’s self-efficacy involves
social persuasion, or the verbal encouragement or discouragement given by others (Bandura,
2012). It is important to note that it is often more difficult to encourage through social persuasion
than it is to discourage or undermine, as an individual who is made to believe that they can’t do
something will often believe that and avoid the task to not risk potential failure (Bandura, 2012).
The fourth domain of influence is the physiological and emotional state one has in judging their
capabilities whereas a positive mood can enhance self-efficacy while a negative one can
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diminish it (Bandura, 2012). As self-efficacy beliefs play a major part in one’s motivation, it is
critical that we understand its role when aiming to increase teacher job satisfaction.
Role of Self-Efficacy in Teacher Job Satisfaction
Teachers can find greater job satisfaction through the use of self-efficacy as studies have
demonstrated that teachers’ self-efficacy is somewhat malleable during the first years of their
career (George et al., 2018). While data shows that many teachers leave the profession within
their first five years, positive changes can also occur in their self-efficacy within these same early
years (George et al., 2018). The need for the early implementation of professional development
programs is evident as studies affirm that the initial years of a teacher’s career are critical for the
development of their self-efficacies (George et al., 2018). Although many new teachers may
experience the initial shock of the profession, they may recover from the increase of self-efficacy
during their early years (George et al., 2018). With the addition of professional development
opportunities, there is also a clear need for a collaborative approach involving expert teachers in
the classroom with new teachers, with the goal to improve the latter’s awareness of issues and to
enhance their skills to tackle such issues (George et al., 2018).
To better understand how Bandura’s theory can be used to increase teacher self-efficacy
and thus overall job satisfaction, it is helpful to review a study by Pfitzner-Eden in 2016. The
results from this study confirm that the greatest factor in the development of teacher self-efficacy
is that of mastery experiences, informed by the other three sources of vicarious experiences,
social persuasion, and physiological and emotional states (Pfitzner-Eden, 2016). It was noted that
positive feedback from mentor teachers had a significant positive effect on the development of
teachers’ self-efficacy and that negative physiological and affective states contributed greatly to
reduced mastery experiences and thus a resulting decrease in teacher self-efficacy (Pfitzner-
21

Eden, 2016). The results of this study bring to light the need to prepare mentor teachers as well
as potential students to give feedback to new teachers based on social cognitive theory to
enhance teacher self-efficacy through the influence of verbal persuasion (Pfitzner-Eden, 2016).
In regards to teacher gender, years of experience, and job stress, the effects on their self-
efficacy and job satisfaction are evident. For example, years of experience and job-related stress
were associated with teachers’ self-efficacy, which in turn influenced job satisfaction (Klassen &
Chiu, 2010). While teachers’ years of experience showed no linear relationship with self-
efficacy, increasing from early career to mid-career and declining afterwards, teachers’ overall
teaching stress levels and self-efficacies were linked to job satisfaction (Klassen & Chiu, 2010).
Studies revealed that “teachers with greater classroom management self-efficacy or greater
instructional strategies self-efficacy had greater job satisfaction” (Klassen & Chiu, 2010, p.741).
Studies also show that female teachers had higher levels of classroom and workload stress
compared to their male counterparts, indicating a link between gender and work-related stress
(Klassen & Chiu, 2010). In summary, “results from the current study reinforce previous findings
that teacher self-efficacy is linked with job satisfaction” (Klassen & Chiu, 2010, p. 749). Thus, it
is important to utilize and explore the theory of Self-Efficacy when looking to increase teacher
job satisfaction to reduce burnout and attrition.
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Chapter Three: Methodology

Introduction
The purpose of this research study is to discover the rationale of why individuals choose
to enter the teaching profession and how current teachers, regardless of whether or not teaching
was their first-choice profession, can find greater joy and fulfillment in their role. The study
aimed to compare the differences in perspective and experiences between those who chose the
profession as their first choice and those who did not.
The following research questions were used to guide this study:
1. What factors influence individuals to choose the teaching profession as a career?
2. What are the differences in how teachers view their jobs depending on whether teaching
was their first-choice profession or not?
3. Do those who came to teaching as their first choice and those who did not experience
different levels of self-efficacy as a teacher?
4. What are the strategies current teachers can use to find greater joy and fulfillment in their
profession?
To answer the above research questions, a survey and interview were conducted to gather
data on motivational factors and the variation in mindsets between individuals who chose
teaching as their first or secondary choice. The method of study is mixed with the qualitative
component seeking to understand the meaning of what the teaching experience is for participants
(Maxwell, 2013). It also sought to understand the process by which the decision to go into the
teaching profession came to be. As one objective of this study was to engage in collaborative
research with the participants as teachers and to seek and capture an understanding of their
23

choice and experiences in the profession, both a qualitative and quantitative method were best to
achieve said goals.
Sample and Population
I interviewed and surveyed current teachers to better understand the motivational factors
that influence an individual to choose the teaching profession. The knowledge gained from the
interviews and surveys was useful in identifying strategies for all teachers to find greater joy and
fulfillment in their profession.
A combination of non-probability sampling methods was used to identify participants for
this research study. A survey was sent out as a voluntary response sample to a local K-12 school
district, aimed at current in-classroom secondary teachers who are in their first five years of
teaching. Teachers in their first five years of teaching were selected for this study because
teachers are statistically most likely to leave the profession in their early years and can also more
clearly identify why they chose teaching as they did so more recently than more veteran teachers.
The target school district comprises 85 public schools, serving roughly 70,000 students from
preschool to high school. Data from ed-data.org states that there are 3,219 teachers in the district
in the school year of 2018-2019, with data from 2019-2020 pending. The average teaching
experience of this district for all teachers has remained at 16 for the last four years (ed-data.org).
Out of the total of 3,219 teachers, about 261 are first year teachers and 106 are in their second
year (ed-data.org).
From the responses collected from this survey sampling, I planned to use purposive
sampling to select a small group of teachers to interview to gain more detailed knowledge to
answer the study’s research questions but due to the COVID-19 pandemic, only one teacher was
interviewed as they were the only respondent who agreed to participate. I made every attempt to
24

select a population of teachers that were representative of the entire population in order to
maximize generalizability. Figure 1 displays the survey and interview criteria for the teacher
participants.

Figure 1
Survey and Interview Selection Criteria of Current Teachers
Survey Interview
Currently teaching in a 9-12 general education
classroom
Currently teaching in a 9-12 general education
classroom
Years of experience: 0-5 years Years of experience: 0-5 years

25

Responsive sampling was used to conduct this study because I did not have any prior
relationships or contact with the pool of teachers in the participating school district. The survey
was sent to all 62 qualified teachers in the district via email and from the 21 responses collected,
I sent email invitations to the two respondents who marked in the survey that they were willing
to engage in a virtual interview to collect more detailed data. The email requested consent for an
interview and explained the purpose for such as well as their rights to remain anonymous and
their responses confidential. While I had originally planned to select and interview five to eight
teachers, due to the constraints of the COVID-19 pandemic, after multiple attempts, only one
teacher agreed to participate and was interviewed.
Instrumentation and Protocols
The quantitative and qualitative data were gathered through the use of a survey and
interview. The questions for both were written to ensure that the responses gathered would help
answer the study’s four research questions. These questions were pre-tested with survey quality
assessment tools and expert review before administration to ensure that questions were well
written and were clearly understood by participants (Robinson & Leonard, 2019).
The survey consisted of 20 items that focused on the research questions, including
demographics, common factors influencing one’s decision to enter teaching, differences in
experiences as a teacher, levels of self-efficacy, and strategies to increase overall joy in the
profession. The researcher ensured that the questions were appropriate and relevant to the
respondents, with the use of clear language and the avoidance of double-barreled and biased or
leading questions (Robinson & Leonard, 2019). The survey was accessible to the teacher
population of a local school district in California by utilizing Qualtrics.
26

As the purpose of interviews is to allow one to enter into another person’s perspective
(Merriam & Tisdell, 2016), the researcher drafted a protocol to ensure the interview focused on
the aforementioned research questions. The interview protocol consisted of 10 questions with
additional follow-up questions and probes to six of those initial questions. The interview was
conducted via Zoom and followed an open-ended and semi-structured format, which allowed for
some flexibility while still collecting specific data from all respondents (Merriam & Tisdell,
2016). The researcher requested and acquired permission from the participant to record the
interview as well as take notes during the process. As it is important to honor promises and
protect confidentiality (Rubin & Rubin, 2012), the researcher did their best to protect the data
collected from the interview and survey. The researcher did this by not collecting any identifiers
with the data and kept any collected data on a password protected computer only accessible by
the researcher.
Data Collection
To collect the quantitative data, a survey (see Appendix A) was administered digitally to
teachers who meet the selection criteria as outlined in Figure 1. The survey link was sent by the
selected district’s Office of Research and School Improvement on October 7, 2021 to all 62
qualified teachers as identified in the district database. A cover letter accompanied the survey to
explain the purpose of the study and its goals. The survey was expected to take no more than 10
minutes. The survey remained open for responses from October 7, 2021 to December 14, 2021.
The district sent two follow-up reminder emails after the initial invitation on October 7, 2021, on
October 20, 2021 and November 9, 2021, respectively. Following the survey, data was also
collected through an interview with a teacher from the respondents to the aforementioned survey.
The teacher who expressed interest in an interview was sent an invitation email on November 22,
27

2021 and after six email exchanges, the virtual interview was scheduled for December 6, 2021 at
5pm. The interview was conducted via Zoom due to the current COVID-19 pandemic. Prior
consent from the participant was collected and kept on file before the interview was conducted
and strict confidentiality was adhered to regarding the interviewee’s identity and responses to
questions. The interviewee was also reminded that their participation was completely voluntary
and that they could withdraw from the study at any time without penalty.
For the teacher participating in the interview process, they were asked two weeks ahead
of the interview which day and time worked best for them. They were also told ahead of time
how long they could expect the interview to last, approximately 30 minutes, to respect their time
and to avoid potential conflicts. After the interview was completed, I reviewed the responses.
Data Analysis
As all of the questions in the survey and interviews were focused on answering the
study’s research questions, the data analysis was subsequently guided by those questions as well.
After the collection of the data from the survey and interviews was complete, the
researcher wrote separate reports documenting the respective findings from each data collection
process. All of the responses collected from the interview were reviewed followed by an
analysis. This analysis was conducted with the data from the surveys to determine the existence
of a correlation with findings across the instruments as well as with the literature review. The
theory of Self-Efficacy was also applied to answer the third and fourth research questions. The
triangulation of the survey and interview data with the theory of Self-Efficacy helped to answer
the research questions with the goal of teachers being able to find greater joy in their profession.
Throughout the data analysis process, the researcher continued to ensure that the confidentiality
of each interviewee and respondent was safeguarded.
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Validity and Reliability
In quantitative research, ensuring validity and reliability involves conducting the study in
an ethical manner (Merriam & Tisdell, 2016). As such, a rich, descriptive narrative that comes
from a carefully designed study will help to ensure the trustworthiness of a study (Merriam &
Tisdell, 2016). Thus, the researcher strived to ensure that ethics were followed in every step of
the research process. Validity threats such as bias and reactivity (Maxwell, 2013), were managed
through constant reflection and review by the researcher throughout the study. Purposeful
selection of the interview participants also helped to ensure generalizability as well as variation
in the sample selection.
Summary
This study used both quantitative and qualitative method approaches consisting of a
survey and a virtual interview. The data collected from current, secondary in classroom teachers
was analyzed to answer the four research questions of what factors influence individuals to
choose teaching as a profession, what the differences are in how an individual views the
profession depending on whether it was their first choice or not, if those individuals experienced
a difference in self-efficacy levels, and what strategies can be used by all teachers to find greater
joy in the profession. The answers to these questions are presented in chapter four, followed by a
discussion of the findings and recommendations for practice in chapter five.

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Chapter Four: Results and Findings
The purpose of this research study is to discover the rationale of why individuals choose
to enter the teaching profession and how current teachers, regardless of whether or not teaching
was their first-choice profession, can find greater joy and fulfillment in their role. This study
compared the differences in perspective and mindset between teachers who chose the profession
as their first choice and teachers who did not. The study sought to answer the following research
questions:
1. What factors influence teachers to choose the teaching profession as a career?
2. What are the differences in how teachers view their jobs depending on whether
teaching was their first-choice profession or not?
3. Do those who came to teaching as their first choice and those who do not
experience different levels of self-efficacy as a teacher?
4. What are the strategies current teachers can use to find greater joy and fulfillment
in their profession?
The study draws on the theoretical framework of Albert Bandura’s theory of Self-Efficacy,
where “efficacy beliefs influence how people think, feel, motivate themselves, and act”
(Bandura, 2012, p. 2).
Participants
There was a total of 21 teachers who participated in the survey and one teacher who
agreed to a follow-up interview. Of the 21 teachers who completed the survey, nine were aged
18-33 and 12 were 34 years and older. There were 14 female and 6 male participants, with one
who preferred not to say. Seven teachers were in their first year of teaching, three in their second
30

year, one in their third, four in their fourth, and six in their fifth year. Figure 2 depicts the
participants’ responses to what subject they currently teach as a classroom teacher:

Figure 2
Current Subject Taught

31

The six respondents who indicated “Other” as their answer choice cited JROTC, Co-
teacher, law, PE, digital art, and CTE as their current classroom assignments. 16 of the
responding teachers specified that they taught multiple grade levels ranging from 9th to 12th,
while the remaining five teachers taught either a single secondary grade level or declined to
answer. When asked if teaching was their first-choice profession, as shown in Figure 3, ten
responded in the affirmative with eight declaring a “no” and one a “maybe”.

Figure 3
Teaching as First-Choice Profession

32

The sole interviewee was a female teacher in their fifth year in the profession, currently
teaching 12th grade English Language Arts. The participant was between the ages of 26-33 and
indicated that teaching was their first-choice profession.
Findings
Findings from the survey and interview will be presented as themes in the order of the
four research questions that guide this study. First, each research question will be introduced and
briefly discussed. This will be followed by a presentation of themes that arose through the
analysis of both the survey and interview data. Each research question will conclude with
compare and contrast of the themes along with a discussion of how they connect to the findings
from the literature review in Chapter 2.
Results Research Question One: What Factors Influence Teachers to Choose
the Teaching Profession as a Career?
The first research question for this study sought to look at the factors that influence
teachers to choose the teaching profession as a career. Existing research has revealed intrinsic,
extrinsic, and altruistic factors when highlighting motivational determinants for individuals
choosing teaching as a career (Heinz, 2015). Although the motives for this decision are found
across all three categories, intrinsic and altruistic motivation are often cited as the most
influential factors (Heinz, 2015). Interview and survey data from this study found that regardless
of whether individuals chose the teaching profession as their first choice or as a fallback, they
shared similar motivational factors that influenced their decision, the majority of those factors
being intrinsic and altruistic in nature. Thus, the data found in this study affirms the existing
research that intrinsic and altruistic factors are most influential when teachers decide to enter the
profession.
33

Theme One: Intrinsic, Altruistic, and Extrinsic Motivation
One theme that emerged from an analysis of the survey and interview data is the
confirmation of individuals choosing the teaching profession due to a combination of intrinsic,
extrinsic, and altruistic reasons. According to the study’s survey results, as shown in Figure 4,
the top factor that influenced the responding teacher to choose teaching as their profession was
the opportunity to work with students. This factor could be both intrinsic and altruistic in nature
as it was found that “interest in teaching is affected by a range of individual and societal factors,
especially intrinsic and altruistic motivation” (Fray & Gore, 2018, p. 158).

Figure 4
Factors Influencing Choice of Teaching as Profession

34

Working with students was also cited by the interviewee as one of their primary reasons
for choosing the profession themselves. The participating teacher revealed that:
I have always loved school. I didn’t always do well in school but I knew that for me, it
was, it’s always been a source of comfort. And I just love learning and I knew that for the
rest of my life, I wanted to learn and so I decided pretty early on, I would say, even
before I was a teenager, that I wanted to do something in education. Because for me,
again, I never wanted the learning to end.
With a personal goal to keep learning, the teacher shared that they enjoy their job due to
the opportunity to have high levels of discussion with their students and their own personal
interest and passion in English Language Arts. This is aligned with findings from various
empirical studies that found that interest in teaching as a career often emerges early in one’s life,
such as during the individual’s schooling years (Fray & Gore, 2018). The interviewee’s
declaration of their passion for English also confirms the previous research finding that general
interest in a subject is a major determining factor in one’s decision to become a teacher (Heinz,
2015).
Following the opportunity to work with students is the factor of having time off as the
second most selected response to the survey question asking what factors influenced them to
choose teaching as their profession. This confirms previous studies that extrinsic factors such as
hours were found to be less influential than the above mentioned intrinsic and altruistic factors,
but still important influencers (Heinz, 2015). Following those two factors of being able to work
with students and the time off are the influence of a teacher’s work schedule and social
contribution, both tied in the number of responses received, as shown in Figure 4. This again
confirms previous research that states that teachers’ career motivations are often complex
35

(Heinz, 2015) and the decision to join the profession is not always attributed to any single
motivating factor.
Out of the presented motivational factors in the survey, those that were selected the least
by respondents as an influence on their choice to join the teaching profession were prestige,
status, and salary. As prestige, status, and salary are considered extrinsic, this finding confirms
previous research that such motivational factors are less influential than those that are intrinsic
and altruistic in nature (Heinz, 2015).
Theme Two: Intrinsic Above All
Another theme that manifested itself from the study results is the common motivating
factor shared by those who indicated that they did not choose teaching as a first career choice.
Out of the 21 respondents, eight revealed that they did not choose teaching as their first-choice
profession. In reviewing the survey responses of these eight specific teachers, seven choose
working with students as a motivational factor for their career choice. Six of the eight teachers
also chose work schedule and/or time off as a motivating factor. Figure 5 shows the motivational
factors selected by participants in the survey.

36

Figure 5
Motivational Factors

This is interesting as existing research has shown that individuals who chose teaching as
a fallback career can develop intrinsic and/or altruistic motivations (Heinz, 2015). It is also
intriguing to note that the responses from teachers who did not choose teaching as a profession
initially affirm existing literature that intrinsic factors are more influential than extrinsic factors
such as work hours. Thus, when it comes to motivational factors of individuals choosing
teaching as a profession, the survey results indicate that there is no difference between those who
chose it initially and those who chose it as a fallback.
Discussion Research Question One
The identified themes both affirm that intrinsic and altruistic motivational factors are
most influential as to why individuals choose teaching as a career. Working with students
37

remained the most identified factor from the survey results as to why respondents chose teaching
as a profession. This factor can be considered both intrinsic and altruistic, an indication that
findings from existing literature on the topic are still accurate and relevant. While both themes
confirm previous findings, they also add additional affirmations regarding teachers who did not
choose teaching as their first career. In the face of an ongoing teacher shortage, this element can
be vital as there is a need to not only attract individuals who have already decided to enter the
profession, but also those who may not have considered it for their first career choice.
As prestige and salary seem to be least influential according to the survey results, it could
serve as a starting point for further research as to why people chose not to teach. Understanding
why individuals are and are not interested in the teaching profession could provide important
insights for policy makers given the continuing projections of teacher shortages. As research has
shown that individuals who chose teaching as a fallback can develop intrinsic motivations,
especially if they are supported by mentors (Heinz, 2015), the understanding and use of extrinsic
factors such as salary and prestige could be used to initially attract potential teachers into the
profession. Once they join the teaching force, the teachers could be developed to love their
newfound profession and find that their motivation is no longer extrinsic such as salary and
prestige but that of working with students and contributing to society. This would in turn help
alleviate the current and ongoing teaching shortage across the country.
Results Research Question Two: What Are the Differences in How Teachers View Their
Jobs Depending on Whether Teaching Was Their First Choice or Not?
The second research question looked at differences in how teachers view their jobs
depending on whether teaching was their first-choice profession or not. Existing research
indicates that only 39% of US teachers reported that they were satisfied with their job (Rankin,
38

2016), and there is evidence that this has been even lower during the Covid-19 pandemic
(Bauerlein & Koh, 2020). In regards to burnout specifically, research also shows that teachers
who experience low burnout generally perceive their work environments to be nurturing while
those who experience high burnout regard their surroundings to be combative and constraining
(Richards et al., 2018). As such, there are a variety of factors that can contribute to the levels of
satisfaction and burnout a teacher experiences. It is thus important to discern how teachers who
chose the profession as a first-choice career and those who did not view their jobs. Two themes
that emerged from the survey and interview data were levels of teacher happiness and the
importance of respect and recognition from society.
Theme One: Teacher Happiness
When the interviewee was asked if they could talk about their favorite parts of their job,
they immediately smiled and exclaimed, “Yes!” They recounted how they love working with
young people because “they are not jaded and have so much joy.” The teacher happily explained
how they could see the bright future ahead of their students, with endless possibilities. The
teacher reiterated the brightness they felt when working with kids and finished their response
with, “I love my job.”
After a review of the survey responses focused on teachers’ levels of happiness and
whether they plan on staying in the profession, an interesting trend was discovered. Out of the
eight respondents who indicated that teaching was not their first-choice profession, six agreed
with the statement that they were happy with their choice of being the teaching profession as a
classroom teacher.
As shown in Figure 6, amongst the 10 teachers who stated that the teaching profession
was their first choice, eight agreed with the statement of being happy with their choice. Figure 7
39

also indicates that 11 teachers either never or rarely thought about leaving the profession while
six either occasionally or frequently thought about doing so. As shown in Figure 8, when asked if
they were happy and planned to stay until retirement, they all agreed as well.

Figure 6
I Am Happy with My Choice of Being in the Teaching Profession as a Classroom Teacher

40

Figure 7
I Think About Leaving This Profession for Another Profession

41

Figure 8
I Plan on Staying in the Teaching Profession as a Classroom Teacher Until Retirement

Thus, while there is a slight difference between teachers who chose the profession as a
first choice versus those who did not, the rates of how they felt about the profession were
strikingly similar. 80% of teachers who chose teaching as a first-choice career were happy while
it was 75% of teachers who did not choose teaching who thought the same. This is an interesting
finding as a higher percentage of those who chose teaching as a second-choice profession plan to
stay until retirement relative to those who chose it as a first-choice profession.
Theme Two: Respect from Society
Another interesting and important theme that revealed itself after data analysis is the rate
at which teachers felt respected as a classroom teacher by society as a whole. Although the
interviewee teacher strongly agreed with the statement that they felt respected as a classroom
42

teacher by society as a whole, they also noted that they have to ground themselves by
remembering that they are in the profession for the students, and not for other adults.
Further, as shown in Figure 9, while only one teacher who did not initially choose the
profession disagreed with the statement of feeling respected as a classroom teacher, five teachers
who chose the profession initially actually disagreed with that same statement. That is a
startlingly 50% of the teachers who chose the teaching profession as a first-choice career who
did not feel they were respected by society. This could be due to the fact that those individuals
who chose teaching initially as a profession went into the career with certain expectations of
respect. They may have a greater degree of respect for the profession themselves as it is their
first choice and thus may have higher expectations of respect from society as a whole. This
theme reveals a key issue in that research on teacher attrition includes the central role of social
relationships and teachers’ need for social recognition and belonging (Kelchtermans, 2017).

43

Figure 9
I Feel Respected as a Classroom Teacher in this Profession by Society as a Whole

A closer look at the responses from those seven teachers who stated that they do not feel
respected as a classroom teacher reveals that five of those individuals either occasionally or
frequently think about leaving the profession for another. As teacher attrition and retention refers
to the need to prevent good teachers from leaving the profession for the wrong reasons
(Kelchtermans, 2017), such as a lack of respect from society, this revelation is one that needs to
be addressed.
Discussion Research Question Two
While Theme One found that teachers who chose the profession as their first choice held
similar views with teachers whose teaching was a secondary selection, Theme Two revealed a
difference in perspectives when it came to the notion of respect. As “teachers need to experience
44

that they are valued and trusted professionally” (Kelchtermans, 2017, p. 968), this revelation
holds significant implications in regards to this research question and the latter ones in this study.
The results of this study indicate that 39% of teachers surveyed felt that they are not respected by
society as a whole in their role as teachers in the classroom. With existing studies showing a
need for social recognition and its critical role in teacher motivation, satisfaction and overall
well-being (Kelchtermans, 2017), Theme Two prompts a necessary discussion as to why
teachers, and particularly those for whom teaching was their first-choice profession, do not feel
respected and what needs to be done about it. This is an important point to emphasize as the
education field is currently losing those who really wanted to go into the profession in the first
place.
Results Research Question Three: Do Those Who Came to Teaching As Their First Choice
and Those Who Do Not Experience Different Levels of Self-Efficacy as a Teacher?
Research question three considered the possible difference in self-efficacy between those
who chose the teaching profession initially versus those who did not. Established by psychologist
Albert Bandura in 1977, the theory of Self-Efficacy is defined as the belief that an individual has
in their ability to achieve. Furthermore, the level of one’s self-efficacy can evolve through
exposure to multiple forms of influence, including mastery experiences, vicarious experiences,
social persuasion, and physiological and emotional states (Bandura, 2012).
Interview and survey data regarding the idea of teacher self-efficacy revealed that both
teachers who came to teaching as their first choice and those who did not feel confident in their
role in the classroom and that they can take charge of their own happiness.
Theme One: Teachers Are Confident
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After a review of the responses to question 13 of the survey, it is clear that most teachers
feel confident in their role in the classroom. As shown in Figure 10, out of the 18 responses to
this question, ten strongly agreed to the statement of “I feel confident in my role as a classroom
teacher.” Seven other respondents agreed with said statement while only one teacher disagreed.
This is important to note as the percentage of teachers who answered “Strongly Agree” was
considerably higher for those who came into teaching as their first choice than for those who did
not. This is also interesting as the fourth domain of influence for self-efficacy is the
physiological and emotional state one has in judging their capabilities whereas a positive mood
can enhance self-efficacy while a negative one can diminish it (Bandura, 2012).

Figure 10
I Feel Confident in My Role as a Classroom Teacher

46

In addition, the interviewee also shared that although their job is still hard, they are better
able to manage it now. When asked about how they first felt about the profession, they recalled
how difficult it was because credential programs do not prepare you for reality, that it is “sink or
swim for the first few years.” However, when asked how they felt about their job now, they
responded with the affirmation that they love and enjoy it.
Further, survey responses to question 12, as shown in Figure 11, reveal that 14 out of 18
respondents felt they were in control of their own classroom as a teacher. This is interesting as,
in contrast to the last survey question, it looks like a higher percentage of those who did not
choose teaching as their first choice strongly agreed compared to those who did not choose
teaching as their first choice. Thus, the results of the survey questions along with the
interviewee’s response confirms existing studies that although many new teachers may
experience the initial shock of the profession, they may recover from the increase of self-efficacy
during their early years (George et al., 2018).

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Figure 11
I Feel I Am in Control of My Own Classroom as a Teacher

Theme Two: Teachers Are Happy
Survey question 14 asked teachers whether they were happy in their profession as a
classroom teacher. As indicated in Figure 12, out of 17 responses, 13 teachers responded that
they either strongly agreed or agreed with the statement. Four teachers disagreed, split evenly
between teachers whose teaching was their first choice and those who fell into the profession.
The interviewee also shared that they love what they do and thus love their job, affirming their
positive answer choices to the two aforementioned questions in their survey response.

48

Figure 12
I Am Happy in this Profession as a Classroom Teacher

Figure 13 reveals the results of survey question 15 where respondents are asked if they
believe they could be happier in the teaching profession. Out of 18 responses, 17 believe they
could be happier with only one survey respondent disagreeing. When the response data is
disaggregated, there does not seem to be a significant variance in regards to the responses from
first-choice profession and secondary-choice profession teachers.

49

Figure 13
I Believe I Can Be Happier in this Profession as a Classroom Teacher

Survey question 16 asked respondents to reflect on the capacity they have to change their
level of happiness as a classroom teacher. As shown in Figure 14, out of 18 responses, 13 were
affirmative of the statement “I believe I have the capacity to change my level of happiness in my
current role as a classroom teacher.”

50

Figure 14
I Believe I Have the Capacity to Change My Level of Happiness in My Current Role as a
Classroom Teacher

These findings seem to contradict studies that detect teacher satisfaction levels at their
lowest in the past 25 years (Ellis et al., 2017). This variance could be due to the fact that existing
studies survey all teachers, regardless of the amount of years spent in the classroom while this
study specifically looked at teachers in their first five years in the profession.
Discussion Research Question Three
The two themes that emerged from the survey both confirm and contradict existing
studies around self-efficacy. Previous research indicates that teachers’ self-efficacy is somewhat
malleable during the first years of their career (George et al., 2018). As such, this study indicates
a positive trend in that teachers are not only happy, but that they also believe in their ability to
51

control both their level of happiness and their classrooms. Although data indicates an overall low
rate of teacher satisfaction (Ellis et al., 2017), this study indicates that this may not be true for
newer teachers. Moreover, there does not seem to be a significant distinction between the
happiness and capacity level between teachers who chose the profession as a first choice and
those who did not. Therefore, the two themes affirm the theory of Self-Efficacy in that new
teachers, regardless of initial choices, have the ability to and can find joy in their profession.
Results Research Question Four: What Are the Strategies Current Teachers
Can Use to Find Greater Joy and Fulfillment in Their Profession?
As one of the primary goals of this study is to support teachers with their happiness and
job satisfaction, research question four asked for strategies current teachers can use to find
greater joy and fulfillment in their profession. Bandura asserts that mastery experiences is the
most effective way to create a strong sense of self-efficacy (Bandura, 2012) as “it involves
acquiring the cognitive, behavioral, and self-regulatory tools for creating and executing
appropriate courses of action to manage ever-changing life circumstances” (Bandura, 2012, p. 3).
Thus, providing strategies for teachers so they can encounter mastery experiences is important to
increase their self-efficacy. As self-efficacy beliefs play a vital part in one’s motivation, it is
critical that we understand its role when aiming to increase teacher job satisfaction.
Results from the survey and interview reveal that the majority of teachers have strategies
to help them feel happier in their profession and that collaboration is key to teacher joy and
satisfaction.
Theme One: New Teachers Have Strategies
Question 17 of the survey asked teachers to share if they had strategies that help them
feel happier in the classroom as a teacher. As shown in Figure 15, out of 18 responses, 15 agreed
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that they do have strategies while two disagreed. It is interesting to note that the two teachers
who disagreed about having strategies that help them feel happier are those who did not choose
teaching as a first-choice profession.

Figure 15
I Have Strategies That Help Me Feel Happier in My Current Role as a Classroom Teacher

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In addition, respondents also shared other strategies they use to help them feel happier in
their current role as a classroom teacher, including:
“not taking work home, setting limits; using my own curriculum”
“Connections to my students, support from colleagues and admin”
“I try and look for something positive, try and find at least one student who seems to be
succeeding.”
“Mostly avoiding the news and media outlets that contradict themselves and promote the
idea that teachers are worth less than what we feel we are”
“I am researching classroom management skills from other teachers’ experiences online
and believe that I will find my own classroom management strategies very soon.”
“I choose each day to be happy”
“Remember to be appreciative of the positives associated with this career”
“Being able to develop a positive relationship with my students”
“not grading or planning outside of my contracted hours; not using a textbook-making
my own curriculum”
Results from the interview add to the above strategies. Per the teacher’s response in the
interview, an important strategy they not only use themselves but gave as a piece of advice to
other new teachers is the act of advocating for oneself. As the teacher shared that they have had a
variety of experiences in their first few years in the profession, they noted that advocating for
oneself was key to “getting through the bumps.” They also reiterated that it was important to
“focus on the small victories” and remember to “do it for the kids who are there to learn and
those who are learning.”
Theme Two: Collaboration and Positivity are Key
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Amongst the various strategies named by the teachers in both the survey and interview,
two were mentioned in both. The first strategy both survey and interview responses had in
common was that of collaboration. In the survey, one respondent mentioned that “support from
colleagues and admin” helped them feel happier in their current role as a classroom teacher. In
the interview, the teacher also responded with collaboration when asked what they would change
about the profession. The teacher noted that they have been lucky to find teachers who were
willing to collaborate but given time constraints, needs of students, and how often teachers are
pulled in different directions, there is a lack of opportunity for collaboration. Thus, the teacher
stressed that they would love to collaborate more as it makes everything easier, including
planning and teaching.
Additionally, mentioned in both survey and interview as a strategy for increased
happiness was the notion of staying positive and finding the inherent joy in the profession. The
element of positivity was mentioned in four of the nine responses to question 18 of the survey.
Teachers advised others to “try and look for something positive,” to “choose each day to be
happy,” and “to be appreciative of the positives associated with this career.” The interviewee
also suggested that teachers “remember the good things” as well as the “small victories” in this
profession.
Discussion Research Question Four
Both themes from this section affirm existing studies regarding factors affecting teacher
satisfaction and self-efficacy levels. As the results in Theme One suggest, many new teachers
have found their own strategies to help them increase their happiness in the profession. While
this is certainly a positive finding, there is still the need for the early implementation of
professional development programs as studies affirm that the initial years of a teacher’s career
55

are critical for the development of their self-efficacies (George et al., 2018). Studies also
revealed that “teachers with greater classroom management self-efficacy or greater instructional
strategies self-efficacy had greater job satisfaction” (Klassen & Chiu, 2010, p.741). Thus, it is
crucial to support new teachers early in their careers with opportunities for development and
learning so they can expand upon the strategies they already have.
As noted in Theme Two, the elements of collaboration and positivity are essential to
teacher satisfaction and self-efficacy. As the general feelings of teachers proved to be the
strongest predictor of teacher stress and satisfaction (Ouellette et al., 2018), it is important to
build upon the teachers’ stated strategy of staying positive while in the profession. In addition,
the positivity mentioned by the teachers also affirms that a general positive school climate along
with positive teacher-student relationships greatly contribute to teacher satisfaction (Ouellette et
al., 2018).
Also noted by teachers both in the survey and interview is the importance of
collaboration, which confirms existing data that a major contributing factor to teacher burnout is
low job satisfaction due to feelings of isolation (Reeves et al., 2017). As such, it is important to
reduce these feelings of isolation by providing opportunities to collaborate as a viable way to
reduce burnout by increasing job satisfaction (Reeves et al., 2017). Theme Two also reinforces
the clear need for a collaborative approach involving expert teachers in the classroom with new
teachers, with the goal to improve the latter’s awareness…and to enhance their skills (George et
al., 2018).
With previous studies confirming that the greatest factor in the development of teacher
self-efficacy being mastery experiences (Pfitzner-Eden, 2016), it is important to provide teachers
with opportunities to collaborate with each other so they can acquire “the cognitive, behavioral,
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and self-regulatory tools for creating and executing appropriate courses of action to manage
ever-changing life circumstances” (Bandura, 2012, p. 3). This is essential to not only increasing
teacher self-efficacy but overall satisfaction and joy in the profession.
Summary
This chapter aimed to reveal the findings from the administered survey and interview.
After analysis from both sets of acquired data, several key themes emerged that both affirmed
and contradicted findings from existing studies.
Previous research asserts that teachers chose to be in the profession due to a variety of
motivational factors, either intrinsic, altruistic and/or extrinsic in nature. The studies further
specify that intrinsic and altruistic motivational factors are more influential than extrinsic factors.
This is supported by the results that answer the first research question of what motivational
factors influence individuals to choose the teaching profession.
While previous studies do not delineate the difference between teachers who initially
chose the profession and those who did not, this study’s results offered clarity to the existing
literature. Findings from this study suggest that there is not a significant difference in views
between the two categories of teachers. Furthermore, in looking at the viewpoints of the
surveyed teachers, many did not feel respected by society, which emphasizes existing studies
showing that social recognition is critical for teacher motivation. The feeling of lack of respect is
especially true for those who came into teaching as their first choice, which is interesting.
In looking at teacher self-efficacy, this study found that teachers are confident and happy,
which seems to contradict existing studies that suggest teacher satisfaction levels are low.
However, this discrepancy could be due to previous research looking at teachers as a whole
while this study focused on newer teachers. This variance could also be due to positive initiatives
57

the district is implementing or it could also be that the teachers who responded to the survey are
not a true representative sample due to the low response rate.
Nevertheless, the eventual findings of this study confirm existing research around teacher
satisfaction and self-efficacy. Although the teachers in this study were within their first five
years in the profession, many had strategies that they used to increase their levels of happiness
and satisfaction. Also, it was discovered within these strategies that collaboration and positivity
were critical for increasing happiness. This is aligned to the existing research that a collaborative
approach with general positivity greatly contributes to teacher satisfaction.

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Chapter Five: Discussion
The reality of a nationwide teacher shortage is neither new nor on the mend. With
teachers being vital to the overall success of education, the issue of teacher shortages must be
addressed. With research showing that “the most important driving factor of teacher shortages is
high teacher attrition” (Sutcher et al., 2019, p. 24), it is therefore paramount that we not only
examine what influences individuals to leave the profession but what factors could motivate
them to stay.
The purpose of this study, then, is to identify the motivational factors that influence
individuals to choose teaching as their profession. In addition, the study compared the
perspectives between those teachers who chose the profession as their first career choice versus
those who did not. Drawing on Bandura’s theory of Self-Efficacy, the study also looked at the
efficacy levels and beliefs of those two groups of teachers with the ultimate goal of identifying
and recommending strategies current teachers can use to find greater joy and fulfillment in their
now chosen profession. Doing so could lead to lower levels of teacher attrition, which could then
help ease the existing teacher shortage.
The following research questions were used to guide this study:
1. What factors influence teachers to choose the teaching profession as a career?
2. What are the differences in how teachers view their jobs depending on whether
teaching was their first-choice profession or not?
3. Do those who came to teaching as their first choice and those who do not
experience different levels of self-efficacy as a teacher?
4. What are the strategies current teachers can use to find greater joy and fulfillment
in their profession?
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To answer the research questions, the study used a mixed methods approach that included
a survey and interview. The survey was sent to all teachers in a local school district who met the
selection criteria of currently teaching in a 9-12 general education classroom with less than five
years of experience.
The study focused solely on teachers in a general education classroom to eliminate any
possible variances associated with special education. Also, only teachers who had less than five
years of experience in the classroom were surveyed to focus on the sample population due to
existing data noting that teachers are most likely to leave the profession within their first few
years. To further concentrate the sample population, only secondary teachers in grades 9-12 were
considered. Teachers who met the criteria were administered the survey and, if interested and
willing, were invited to a follow-up virtual interview consisting of ten additional questions with
probes.
Following the data collection from both the survey and interview, findings were reviewed
and analyzed for themes centered around the four research questions.
Findings
In analyzing the data, several notable findings were revealed.
In regards to motivational factors that influence individuals to choose the teaching
profession, existing research and this study confirm that intrinsic and altruistic factors hold more
impact than extrinsic factors. Although teachers’ motivations to join the profession are often
complex, multiple existing studies assert that intrinsic motivation is the most influential factor
for choosing the profession (Houdyshell, 2019). This finding is confirmed by this study as the
majority of surveyed teachers identified the intrinsic and altruistic reason of wanting to work
with students as their motivating factor to join the teaching force.
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When looking at whether there is a difference in perception between teachers who chose
the profession initially versus those who did not, this study added to a lack of existing data on the
subject. While most existing studies looked at teacher perception and mindsets as a whole, there
is not much research looking at whether there is a difference between the two aforementioned
groups. Although there is disaggregated data available, the subgroups of teachers are often
around their gender, subject taught, years in the profession, and other demographics.
While this study found no significant variance in teacher perception about their
profession, it serves to offer a different perspective to the existing body of evidence. For
example, although existing studies indicate that teacher satisfaction levels are at their lowest in
the past 25 years (Ellis et al., 2017), this study found that 13 out of 17 responding teachers agree
or strongly agree that they are happy in the profession. Also, this study suggested that more
teachers who chose teaching as a first-choice profession more often felt a lack of respect from
society than those teachers who fell into the profession.
While many studies suggest low levels of teacher satisfaction (Rankin, 2016), this study
finds that newer teachers, regardless of the profession choice being primary or secondary, are
generally happy and confident. As self-efficacy was a cornerstone theory in this study, the
finding that newer teachers are happy and confident in their current roles serves to not only
contradict existing studies, but to emphasize the importance of supporting teachers who are new
to the profession as they can be highly adaptable at that stage of their career (George et al.,
2018). With self-efficacy playing a major role in one’s job satisfaction, this finding is especially
crucial to addressing the teacher shortage issue.
As such, it is important to provide strategies that can help teachers find greater
satisfaction in their current roles. Studies revealed that “teachers with greater classroom
61

management self-efficacy or greater instructional strategies self-efficacy had greater job
satisfaction” (Klassen & Chiu, 2010, p.741). Furthermore, studies also indicate that teachers who
are not satisfied with their jobs exhibit lower levels of commitment to the profession and thus,
are at a greater risk for leaving it (Klassen & Chiu, 2010). Hence, it is clear that there is a
connection between teacher satisfaction and teacher attrition.
As greater self-efficacy leads to greater job satisfaction, the findings of this study
provided strategies for teachers to achieve both. Surveyed teachers specified collaboration and a
positive outlook as key strategies to increase their happiness in the classroom. Both elements of a
positive mood (Bandura, 2012) and a collaborative approach (Reeves et al., 2017) are cited in
existing studies as key to increasing job satisfaction for teachers.
Limitations
Although this study added several new findings to the existing research around teacher
job satisfaction and retention, there are limitations that should be considered. Due to the study
taking place during the COVID19 pandemic, there was a small sample population, resulting in
insufficient statistical power and low reliability. Although the researcher intended to collect at
least 50 survey responses, the actual number of participants who completed the survey was 21.
Also, from the surveyed participants, the researcher planned to interview a representative sample
of five to eight teachers but due to the pandemic, only one teacher agreed to the follow-up
interview. Thus, both the reliability and generalizability of this study are limited.
Implications for Practice
As shown in Figure 16, this study identifies three key recommendations for practices
current teachers can use, particularly those who may not have come into the profession as their
first choice, to find greater joy and fulfillment in their now chosen profession. Based on the 22
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responses collected in the survey and interview, nine teachers offered strategies that they use to
help them feel happier in their role in the classroom.
Figure 16 lists the three strategies that distinguished themselves as the most mentioned across
both the survey and interview. Noted in both the survey and interview is the strategy of
collaboration and having support from both administration and colleagues. This strategy is
further supported by existing data that a major contributing factor to teacher burnout is low job
satisfaction due to feelings of isolation (Reeves et al., 2017) and thus working as a team with
other teachers may help increase joy and satisfaction. Also recommended in both the survey and
interview is the second strategy of focusing on the positive aspects of the profession. This focus
on the positive is especially significant to teacher self-efficacy as a positive mood can enhance
self-efficacy while a negative one can diminish it (Bandura, 2012). Lastly, a majority of teachers
in this study indicated that they chose this profession for the opportunity to work with students
and thus, a third strategy endorsed by the teachers is the forging of connections with students. As
positive teacher-student relationships and communication and collegiality were also associated
with greater job satisfaction (Ouellette et al., 2018), this strategy is aligned with existing studies.
Also noted in Figure 16 is the source of implementation for each of the recommended
strategies. For example, while the strategies of focusing on the positive and forming connections
with students can be facilitated by teachers alone, the initiative of increasing collaboration can be
promoted by teachers, schools, and districts. While teachers can seek out partnerships with other
teachers, schools should also work to create master schedules that allow for time for teachers to
meet and plan together. In addition, districts can also implement policies that encourage
mentoring and partnerships within and between school sites.

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Figure 16
Key Recommendations for Practice
Recommendation Implementation Source
Teachers Schools District/Policy Makers
1. Increasing Collaboration with
Peers
X X X
2. Focusing on Positives X
3. Forming Connections with
Students
X

The findings in this study also inform professionals in the field of education in terms of
policy and design as well as society as a whole to address the current teacher shortage. As the
study asserts intrinsic motivation as the most influential factor for individuals who choose the
teaching profession, policymakers should design recruitment and retention efforts focused on
intrinsic incentives. Out of the eight teachers who indicated that they did not choose teaching as
their first-choice profession, six agreed that they had strategies to help them feel happier in the
classroom. Two of those six teachers provided recommendations of what they do to increase
their happiness, including choosing each day to be happy and researching classroom
management skills from other teachers online to use in their own classrooms. These responses
not only align with the three recommended strategies above, but they also reveal implications for
those who may not have chosen teaching as their first-choice profession. These include
supporting teachers with professional development so they do not have to research strategies on
their own and being mindful of their social emotional and mental health.
Also, interesting to note is that all eight of the responding teachers who did not choose
teaching as their first-choice profession indicated that they are currently teaching in a non-core
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subject. This may be due to the fact that since teaching is a secondary career for them, they are
bringing in their existing expertise from their previous profession to teach an elective subject.
With this understanding, it is also important to not only respect this knowledge, but to encourage
their collaboration with teachers already in the field so that they can build upon that skillset. As
teaching can be vastly different from other professions, it is important to support teachers who
did not choose the profession as a first choice so that they remain in the field and inspire others
like them to join the teaching force.
The study also confirms that respect and recognition from society are critical in teacher
happiness and job satisfaction. Hence, educational policies should be purposefully designed and
implemented with the respect of teachers in mind. The findings of this study also suggest that
self-efficacy is tied with teacher job satisfaction and with existing data asserting that teacher self-
efficacy is especially malleable in their first few years in the profession, there needs to be a
concerted effort on professional development for new teachers.
In addition to providing opportunities for professional development for new teachers,
teachers also need to be given collaboration time with each other. With multiple teachers in the
study citing collaboration as both their personal strategy and a need in the field of education,
collaborative efforts and approaches should be encouraged by school and district administrators
as well as policymakers.
While teachers try to look at the positive to remain optimistic and increase their levels of
happiness in their profession, the onus of job satisfaction and happiness should not be placed
solely on teachers. If the issue of teacher shortage is to be addressed, there needs to be a
coordinated effort by all stakeholders to design and implement policies to increase teacher job
satisfaction as a way to decrease teacher attrition.
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Future Research
While there are numerous previous studies on teacher self-efficacy and job satisfaction,
this specific study was conducted during an unprecedented global pandemic, which resulted in
the low participation rate and sample population size. Due to the limited generalizability and
reliability of this study, further research is needed to include a larger sample population of new
teachers.
Although limited, the findings from this study suggest the need to look at the issue of
social recognition and respect for teachers and why there is a lack of both. Also, the discrepancy
revealed between previous studies and this study regarding the satisfaction levels of current
teachers indicate a need to more closely look at whether the job satisfaction levels change over
the course of a teacher’s career and why. Preventing the potential decline in job satisfaction over
time is key to addressing teacher shortages as it prevents attrition by increasing retention.
Another interesting finding from this study was the majority of individuals who chose the
profession as a secondary choice being elective teachers. This revelation could spark further
research as to how one’s previous career or passions could impact an individual’s current role in
the classroom.
Conclusions
This study sought to offer remedies to the current and ongoing teacher shortage by
resourcing the perspectives and advice of current classroom teachers who are newer to the
profession. While not all the participating teachers in this study chose teaching as their first-
choice profession, the results indicate that self-efficacy, job satisfaction and overall joy can be
nurtured and developed regardless of that initial choice variation. As the most influential factor
for teachers to choose this profession continues to be the intrinsic desire to work with students,
66

policies need to be designed to not only allow teachers to do this, but to fully support them to do
so effectively. Opportunities for professional development, collaboration with peers and mentors,
and efforts to increase social recognition and respect are all confirmed strategies to help increase
teacher self-efficacy and overall job satisfaction. Thus, through self-efficacy and advocacy,
teachers can find joy in the fallback.

67

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Appendix A

Teacher Survey

Introduction
Thank you for your consideration with this survey. I am requesting that you complete this survey
as part of my doctoral research to help bring insight on the experience and mindset of teachers
currently in the classroom. Your responses will help identify common factors that influence
individuals to choose the teaching profession as well as strategies to help improve self-efficacy
to increase joy and fulfillment in the profession.
You were chosen to participate in this survey because you are a first or second-year general
education teacher in a 9-12 classroom and your experiences are invaluable to this study. Your
participation is totally voluntary and by completing the survey, you are providing consent to your
participation. You can also withdraw your participation at any time. Your name and responses to
the survey will remain anonymous. There are no right or wrong answers and you may not know
the answer to all the questions on the survey. I just ask that you do your best in completing this
survey. It is expected to take no more than 10 minutes to complete.
Thank you for your time and consideration.
1. What is your current age in years?
a. 18-25
b. 26-33
c. 34-42
d. 43+
e. Decline to answer
73

2. What gender do you currently identify with?
a. Female
b. Male
c. Other
d. Prefer not to say
3. Is this your first- or second-year teaching?
a. First
b. Second
4. What subject do you currently teach as a classroom teacher? Please check all that apply.
a. Elective (Arts, Music, Foreign Language, etc)
b. English Language Arts
c. English Language Development
d. History/Social Studies
e. Math
f. Science
g. Other_______________
5. What grade levels do you currently teach? Check all that apply.
a. 9
b. 10
c. 11
d. 12
6. Was teaching your first-choice profession?
a. Yes
74

b. No
c. Maybe
7. What factors influenced you to choose teaching as your profession? Choose all that
apply.
a. Salary
b. Work schedule
c. Time off
d. Working with students
e. Prestige/Status
f. Social Contribution
g. Personal Interests
h. Job Security
i. Autonomy
j. Other: _______________
8. I am happy with my choice of being in the teaching profession as a classroom teacher.
a. Strongly Agree
b. Agree
c. Disagree
d. Strongly Disagree
9. I think about leaving this profession for another profession.
a. Frequently
b. Occasionally
c. Rarely
75

d. Never
10. I plan on staying in the teaching profession as a classroom teacher until retirement.
a. Strongly Agree
b. Agree
c. Disagree
d. Strongly Disagree
11. I feel respected as a classroom teacher in this profession by society as a whole.
a. Strongly Agree
b. Agree
c. Disagree
d. Strongly Disagree
12. I feel I am in control of my own classroom as a teacher.
a. Strongly Agree
b. Agree
c. Disagree
d. Strongly Disagree
13. I feel confident in my role as a classroom teacher.
a. Strongly Agree
b. Agree
c. Disagree
d. Strongly Disagree
14. I am happy in this profession as a classroom teacher.
a. Strongly Agree
76

b. Agree
c. Disagree
d. Strongly Disagree
15. I believe I can be happier in this profession as a classroom teacher.
a. Strongly Agree
b. Agree
c. Disagree
d. Strongly Disagree
16. I believe I have the capacity to change my level of happiness in my current role of a
classroom teacher.
a. Strongly Agree
b. Agree
c. Disagree
d. Strongly Disagree
17. I have strategies to help me feel happier in my current role as a classroom teacher.
a. Strongly Agree
b. Agree
c. Disagree
d. Strongly Disagree
18. If applicable, what are the strategies you use to help you feel happier in your current role
as a classroom teacher? Please identify any and all.
19. Would you be willing to participate in a virtual follow-up interview?
a. Yes
77

b. No
20. If yes to question 19, please provide your email and/or phone number so I can contact
you to schedule a possible interview.

Email: _________________________________

Closing
Thank you for your participation and responses to this survey. As a reminder, your name and
responses will remain anonymous and the information collected from this survey will help
identify common factors of why individuals choose to go into the teaching profession and
possible strategies to help all teachers find greater joy and fulfillment in their roles. If you have
any questions, please feel free to contact me at tams@lausd.net. Thank you again for your time
and valuable insight!

78

Appendix B
Interview Protocol

Introduction:
Thank you for agreeing to this interview. Your participation will help me understand the
experience and mindset of teachers currently in the classroom. Per the consent form that you
have already signed, we will be recording this interview so that we best capture the entirety and
tone of your responses, which will help provide for a richer data collection. Do I have your
permission to record? You were chosen to participate in this study because you are currently a
first- or second-year general education teacher in a secondary classroom. Your responses will
remain confidential and your name will remain anonymous. Your participation is completely
voluntary and you reserve the right to opt out of the study at any time without penalty. Please let
me know if you have any questions before we begin.

Questions
1. Can you tell me how you got into the teaching profession?
2. How did you feel about the teaching profession when you first decided to go into it?
a. What do you think contributed to those feelings?
3. How do you feel about it now?
a. If those feelings changed, why?
b. If those feelings remained the same, why?
4. If you could go back to when you decided to go into the teaching profession, would you
do anything differently?
79

a. If yes, what would you do differently?
5. What are your favorite parts of the teaching profession?
a. What do you like about them?
6. What would you change about the teaching profession?
a. What about those things make you want to change them?
7. What are the aspects of the teaching profession that you believe create the most stress for
you as a classroom teacher?
8. How do you feel about your capabilities and abilities as a current classroom teacher?
9. Can you tell me some strategies you’ve used to make the teaching profession better for
yourself?
a. How have these strategies made a difference in your role as a classroom teacher?
b. Can you give me an example of how a strategy has worked to improve the
profession for you?
10. What would be a piece of advice you could give to teachers for them to find more
satisfaction in this profession?

Conclusion:
Thank you for answering all my questions and for your helpful participation in this study. Before
we conclude this interview, are there any other issues or topics that you would like to discuss? At
this time, I would also like to clarify some of your responses.

Thank you again for participating in this interview. Please feel free to contact me if you have any
questions. I appreciate your support with my research.
80

Abstract (if available)

Abstract Research has shown that teacher motivation and commitment are both critical to the future success of education. With almost 50% of all beginning public school teachers leaving the profession within their first 5 years, there is a need to not only retain quality teachers but to ensure their happiness in their chosen field. This study proposes the use of self-efficacy as the framework in which we can address this problem. Thus, the objective of this study is to identify the motivational factors that influence individuals to choose teaching as a profession and to recommend strategies for said individuals to find greater joy and fulfillment in their current roles. The study population will include all current first- and second-year teachers in the Long Beach Unified School District who are in the secondary levels of grades 6-12. The subgroup of teachers in Special Education will be excluded to focus the study on general education teachers. The methodology will be mixed with both quantitative and qualitative measures in the form of digital surveys and virtual interviews, respectively. Plans for analysis include triangulation of the survey and interview data with the framework of Self-Efficacy. Study outcomes include the goal of suggesting strategies for finding more joy in one’s fallback career choice of teaching in order to attract and retain quality teachers in our schools.

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Asset Metadata

Creator Wong, Shirley Tam (author)

Core Title Finding joy in the fallback: a study of how teachers can stay and find happiness in their now chosen profession through self-efficacy

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership (On Line)

Degree Conferral Date 2022-05

Publication Date 05/04/2022

Defense Date 02/24/2022

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Chosen,fallback,Happiness,Joy,OAI-PMH Harvest,profession,self-efficacy,stay,Teachers

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Krop, Cathy (committee chair), Cash, David (committee member), Hemphill, Afia (committee member)

Creator Email shirleytam521@gmail.com,tams@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC111259369

Unique identifier UC111259369

Document Type Dissertation

Format application/pdf (imt)

Rights Wong, Shirley Tam

Type texts

Source 20220506-usctheses-batch-938 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu