Returning to the Fold: A Narrative Inquiry of Why Beginning Teachers Return to the Profession After Leaving It

Abstract

This paper discusses an under-researched aspect of beginning teacher attrition, namely what makes beginning teachers return to teaching after leaving the profession just one or two years after graduation. Using a narrative inquiry methodology to explore the experiences and stories of four early career educators, this study throws light on the powerful, yet complex and intertwined personal and professional landscapes, which form the backdrop to those teachers’ lives and the shaping of their personal and professional identities. The paper draws on interview data, field texts and reflective journal extracts collated over one year to show that many of the reasons for leaving the profession may be preventable. Implications for teachers, trainers, school managers and policy makers are presented.