Autonomous driving paper index
ENDURING COMMITMENT: A PHENOMENOLOGICAL EXPLORATION OF RETENTION AMONG VETERAN EARLY CHILDHOOD EDUCATORS IN RURAL SETTINGS
One-line summary
The retention of teachers has been a challenge, particularly in the field of early childhood education (Downey et al., 2024; Havlicek-Cook, 2012; Markowitz, 2024; Totenhagen et al., 2016).
Engineering notes
Key topics: autonomous driving. See the paper for implementation details and experimental results.
Chinese explanation / 中文解读
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Original abstract
The retention of teachers has been a challenge, particularly in the field of early childhood education (Downey et al., 2024; Havlicek-Cook, 2012; Markowitz, 2024; Totenhagen et al., 2016). Research on teacher attrition is abundant, yet studies of retention are far less common, and those that exist have largely focused on K-12, novice, and urban educators. This study seeks to address this gap by exploring the experiences of veteran early childhood educators working in rural northern Minnesota. Guided by the framework of Deci and Ryan’s (2000) Self-Determination Theory, the purpose of this study was to examine factors that contribute to sustained commitment in the field of early childhood education. This phenomenological study utilized semi-structured interviews with a purposive sample of seven participants, analyzed through Creswell and Poth's (2018) Data Analysis Spiral. Six themes emerged from analysis: autonomy, competency, relatedness, leadership's role, rural aspect: strengths and challenges, and personal factors. Findings confirmed the three psychological needs of Self-Determination Theory as motivating factors in retention, while also revealing inductive themes including the influence of administrative validation, connection to the natural landscape of northern Minnesota, and a deeply felt sense of calling to the profession. Insights from this study inform teacher preparation programs, administrative practice, and professional development initiatives that support teacher retention in rural early childhood education settings, ultimately contributing to stronger programs and improved outcomes for young children.
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