The topic of discussion today is about a question that a lot of teachers ask themselves at some point during their career: should I stay in this profession or is it time to go?

An article called _Why Teachers Quit_ sites multiple things as the reasoning behind why many teachers choose to leave this profession (Mulvahill, 2019). Mulvahill (2019) sites work conditions, lack of support, stress, lack of respect, discipline, testing, and expectations as the main culprits causing educators to choose a different path. The article quoted a teacher, Cassandra M, saying that teachers are “bombarded with paperwork, ridiculous curriculum and lack of time along with unrealistic expectations” (Mulvahill, 2019). Modern parents are quick to question, but not discipline. And stress seems to be at an all-time high, with pressures coming at teachers from every avenue. Expectations have risen to levels that can seem unattainable- for both teachers and students. Teachers feel trapped and confused as to how to move forward (Mulvahill, 2019).

Syna (2011) included a powerful quote in an overview of a book written by Farber in 2010 that really speaks loudly of the overall feeling of many educators, “teachers carry all of the responsibility but none of the decision-making power.”

Yet with all of this, Brown (2016) explains in her post that there are many reasons teachers decide to stay, despite reasons we’ve discussed so far. Many of the reasons she sited are the same reasons that I choose to stay. I have been teaching for almost 15 years and I knew at a young age that I wanted to teach. And that was solidified by my third-grade teacher. I idolized her in every way- and knew I wanted to make a difference for kids the way she did for me. So that’s the first reason I’m a teacher- I teach for my students. As someone who teaches gifted kids, I get to work with the “quirky” kids, the ones who many teachers don’t understand or drive them crazy. But the best part is they intrigue me and challenge me every day and I love it. I love that they trust me to challenge them and make enormous leaps because they also know I’ll support them if they fall. I love being able to connect with them and give them experiences they don’t normally get within the general education classroom. And that’s another reason why I love to teach. I have the best job ever. Teaching gifted means that I get to work with these amazing kiddos who I described, but I get to teach them amazing things. Our program comes with its own set of standards- but they’re not the usual ones. I get to help these kids grow as people and challenge their thinking. I challenge their creative thinking, their logical thinking, and evaluative thinking. I help them learn better ways to communicate with each another, work collaboratively and independently, and learn how to respect those around them, even if they don’t agree. My job allows me flexibility with curriculum and time frames, and this allows me to worry less about stressors that plague classroom teachers. It’s a dream job, and it’s made by one final thing: my colleagues. At my school, I have a partner who teaches the gifted program and our job in unique because we’re a dynamic duo being the only two at our school who teach what we do at our school. We collaborate every day and are lucky enough to classrooms that share a wall that opens, allowing us to even co-teach many days of the week. Beyond this, I work in a school filled with unbelievable educators who eat, sleep and breathe our students, the school and our community. I am in constant awe of their dedication, collaboration and care. I am lucky enough to have my own children attend my school, where they get to learn from these amazing educators.

Despite having so many positives that keep me wanting to teach, there are, of course, a few things that threaten my desire to retire in this career. Feeling as though I am being micromanaged, be it by the district or administration, is always a challenge to ignore. I often wonder- you trusted me enough to hire me, why don’t you trust me enough to do my job? Miscommunication is another frustration. I want to do what is expected- but if I don’t know what you want me to do, it’s hard for me to do it. So just tell me clearly- what’s your vision? What are your expectations? Another thing that can be frustrating is when administration begins to lose touch with what it’s like to be in the classroom. This was actually brought up in Brown’s (2016) post, where she discussed the issues that arise when administration can no longer empathize with the daily stressors a classroom teacher faces. Many days I feel like my plate is overflowing. I don’t need anything else added to that plate by someone who doesn’t understand what it’s like to try and hold it. The final thing that can be hard to ignore is the “not my fault” mentality. Sometimes it can be hard when students and/or their parents don’t want to take ownership- it always feels like it’s someone else’s fault. I miss the days when a teacher’s word was trusted far more than that of an 8-year old’s.

So as each school year comes to a close- I find myself asking that same question: should I stay or should I go? And while there are those huge frustrations, and many things that drive me to the edge- there are many bigger, more important things that pull me back in. And that make me smile. Things that remind me how much I just adore what I do. So I will continue to be one of those teachers who choose to stay.

References

- Brown, B. (2016, January 16). _Why do teachers stay in the classroom?_ Teach Outside the Box. Retrieved May 19, 2022, from <https://teachoutsidethebox.com/why-doteachers-stay-in-the-classroom/> - Headon, T., Jones M., Simonon, P., Strummer, J. (1981). Should I Stay or Should I Go \[Recorded by The Clash\]. On _Combat Rock_. CBS Epic Records. - Mulvahill, E. (2019, June 14). _Why teachers quit_. We Are Teachers. Retrieved May 19,

2022, from <https://www.weareteachers.com/why-teachers-quit/>

- Syna, E. (2011, July 5). Why Great Teachers Quit: And How We Might Stop the Exodus. _Journal of Educational Administration_, _49_(4) , 461–465. Retrieved May 19, 2022, from <https://doi.org/10.1108/09578231111146542>

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