More Social Justice,Less Administrative Support: Surprising Insights into Successful,Veteran Teachers at a Title I High School

Abstract

In this case study, ten successful, veteran secondary teachers described their decision to remain teaching in a high-needs high school. These participants shared devotion to students, appreciation of colleagues, belief in social justice, and appreciation of diversity and challenge as reasons to continue teaching at the school. Surprisingly, there was no consensus regarding administrative support as a basis for continuing to teach.

Keywords

social justice administrative support teacher retention title one diversity

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