Abstract
This narrative study described factors that positively influenced teacher retention during and after the COVID-19 pandemic. Herzberg’s 2-factor theory provides the framework for understanding how teachers’ work conditions and professional relationships motivated them to remain in their roles. This study was designed to capture the voice of educators and the best practices were used to motivate them throughout the pandemic and the return to the classroom. Ten K-12 public school teachers employed within five schools in southeastern Massachusetts participated in this qualitative study. The following findings from the study include: (a) Poor student engagement negatively affected teachers’ work satisfaction during and after the pandemic (b) While work satisfaction was low, motivation remained high (c) Relationships with colleagues motivated teachers to remain in their positions as they navigated through the transition. Recommendations for teacher retention include supporting teacher wellness and providing meaningful professional development for educators that allows for collaboration with their colleagues.
Keywords: Herzberg, hygiene, motivation, pandemic, retention
Recommended Citation
Hebert, C., Mackiewicz, D. H., Jadotte, T., & Wakefield, K. L. (2024). The Experiences of Southeastern Massachusetts K-12 Teachers and Factors that Influenced Retention During and After the COVID-19 Pandemic. The Journal of Advancing Education Practice, 4(3). https://openriver.winona.edu/jaep/vol4/iss3/6
