Qualitative mini-pilot study of junior high world language teachers

1. Dedication to the Middle Years: The Travels and Trials of Two World Language Teachers Lili E. Carrasco

2. To all those who persevere and stay at their schools regardless of lack of supplies, cramped facilities, stressful atmospheres, low salary, and long hours, because they know the most important concern is their students.

4. Specialized instructors like world language teachers are more likely to leave teaching than teachers in core academics subjects such as mathematics, science, English, and social studies (Boe, Bobbitt, Cook, Whitener & Weber, 1997; Schrier, 1994; Strunk & Robinson, 2006). Approximately 30% of new teachers depart teaching within three years and 40 to 50% depart within five years (Ingersoll, 2002; Ingersoll & Smith, 2003).

5. 29% of those beginning teachers who leave is due to dissatisfaction (Ingersoll, 2000). What are they dissatisfied with? student discipline and the school environment (Boser, 2000) Let’s see what two junior high world language teachers have to say.

12. Maddie & Meeting of Expectations “ My first principal and my current principal have both recognized that as a working mom that emergencies will happen. I have had a principal in the past that told me that if my son is sick why doesn’t his dad stay home to take care of him. He did even bother to know me enough to realize that I was divorced and my ex lived in another state. The most pathetic part was that he was principal there for three years. Good thing he left or I would have. Now I have a wonderful principal who knows me and supports all of his teachers.”

19. Dworkin's Model of Turnover Maddie Bauer ENGAGED IN JOB Expectations are not met Expectations are met Feelings of inequity Job opportunities No job opportunities ENTRAPPED Likely to leave LEAVE Feelings of equity STAYS