Teachers represent a large percentage of the workforce in the United States, yet there is a high demand for teachers every year due to a large number of teachers exiting the profession (Ingersoll, 2001). Staying beyond the first five years is a feat nearly half of the teachers in the United States do not accomplish which leads to problems within the school community (Ingersoll, 2002; Ingersoll, 2004). Through an exploration of the positive stories of teachers' experiences this study identifies some of the common themes found within those stories that led teachers to greater happiness in their profession. While this study provides important information regarding specific experiences of teacher happiness, it is also a closer look at a lesser-known but powerful tool of Narrative Inquiry, story cycles.
College and Department
David O. McKay School of Education; Teacher Education
BYU ScholarsArchive Citation
Lund, Brittany Nicole, "Teacher Experiences in Highly Impacted Schools That Produce Happiness" (2018). All Theses and Dissertations. 6773.
teacher happiness, high poverty schools, Appreciative Inquiry, story cycles