Teacher motivation to teach and to remain teaching culturally and linguistically diverse students

TL;DRAbstract

The purpose of this study is to identify teachers' initial motivation to select teaching as a profession and to explore the factors that contribute to their desire to remain teaching. Specifically identified are factors that influence the intent to continue teaching culturally and linguistically diverse (CLD) students in high-need schools. A mixed methods approach was used to explore teachers' motives and the supportive factors that influenced their entry and commitment to remain in the teaching profession. An integrated sociocultural and phenomenological framework was used (Creswell, 2007; Maustaskas, 1994; Seidman, 2006). A quantitative descriptive investigation designed as an exploratory, cross-sectional survey study was conducted and a correlation coefficient analysis was used to examine the hypotheses of the study in addition to a qualitative study with the intent to provide empirical data documenting motivations to teach and the desire to continue working with CLD student populat

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