| The retention of high quality teachers is a matter of national concern. Why do some teachers decide to remain in teaching while others do not? The complexities of novice teaching are difficult to capture through quantitative methods alone, though that has been the predominant methodology employed in recent research. Additionally, nearly all of the relevant research has focused on public school teaching. To assist in the understanding of the experiences of novice middle school teachers, a case study of two novice middle school teachers at an independent school in the southeastern region of the United States was conducted and a grounded theory was developed which suggests that when aspects of the school come into conflict with aspects of the self, a crossroad forms where a decision must be made. |
