Teaching can be a rewarding profession, but it can also be challenging, as evidenced by the number of educators who are dissatisfied with or leaving the profession. (Collingridge, 2008) Suffice to say, teacher frustration is seen more and more, year after year. The variety of factors, include, but are not limited to lack of parental support, lack of support from school administration and student behavior. Yet, what teachers are faced with most recently is being held accountable, almost entirely, from student achievement.
Recent studies suggest an ongoing exodus of many educators from the profession because of challenges associated with teaching (Henke, Chen, Geis, & Knepper, 2000; McCoy, 2003). Teachers are frustrated with the continuous implementation of program after program and then being held responsible for the academic results. In many instances, these programs are only used briefly or inconsistiently and often the training is little to none. Many studies have been and continue to be conducted to identify how these and other issues are leading to stress and dissatisfaction of educators.
References
Collingridge, Dave S. (2008). Phenomenological insight on being hindered from fulfilling one’s primary responsibility to educate students. The Alberta Journal of Educational Research.54,112-123
Henke, R.R., Chen, X., Geis, S., & Knepper, P. (2000). Progress through the teacher pipeline: 1992-93college graduates and elementary/secondary school teaching as of 1997. NCES Report No. 2000-152.Washington, DC: U.S. Department of Education, National Center for Education Statistics
Henke, R.R., Chen, X., Geis, S., & Knepper, P. (2000). Progress through the teacher pipeline: 1992-93college graduates and elementary/secondary school teaching as of 1997. NCES Report No. 2000-152.Washington, DC: U.S. Department of Education, National Center for Education Statistics
