The Perils of Teaching: Why Some Educators Decide to Quit
The passion-driven teacher
For many passionate educators, teaching is not seen as a dead end but rather a journey filled with challenges and opportunities for growth. If you are deeply passionate about teaching, minor obstacles and issues often do not dissuade you. Instead, you view them as challenges to surmount. However, it is perfectly valid to consider quitting if the work environment becomes untenable.
Common Reasons for Quitting
Several factors can lead an educator to decide to leave the profession. These may include financial challenges such as low salary, a lack of professional development, stagnant career growth, and issues like career promotion. Additionally, an unhealthy work environment, conflicts with colleagues or superiors, can also prompt a decision to quit.
Personal Experiences
A Case of Unequal Treatment
Deciding to quit can be deeply personal and based on a series of unfortunate events. In my 23rd year of teaching, I ventured into a small rural town that turned out to be run by the "good-ole’boy/girl" system. Our school had an 'academic coach' who was a prejudiced and grossly incompetent classroom teacher. Despite my best efforts, the situation deteriorated to a point where I felt compelled to file a formal complaint. However, the complaint only led to a series of retaliatory actions.
Having 19 observations in a 22-day period after my complaint is a testament to the scrutiny I faced. Sadly, after quitting in February, the system imposed a "do not trespass" order on me, prohibiting me from picking up my children from the school. It was an experience that left me distanced from the teaching community, unable to secure another teaching job due to a lack of positive recommendations. This experience clearly indicated that the environment was ripe for ethical and professional misconduct.
Aiding a Violently Insane Student
Another factor leading to a decision to quit could be the heavy emotional and psychological burden of dealing with challenging students. Teaching a 12-year-old diagnosed with a violent, insane condition posed significant challenges. During one of his violent outbursts, he seriously injured a classmate, which ultimately led to his acquittal on grounds of insanity. The class would often run from the room when the student stood up, and this caused significant disturbance to the classroom environment.
Despite my best intentions, I was assigned to take on this student for the following year. Faced with the decision to either leave or take on this challenging role, I chose the latter, and ultimately decided to quit. This wasn't an isolated incident; 14 other teachers also decided to do the same. The principal, who believed in the principle of "don't suspend the bad ones, kick them out" and a new one who focused on reducing discipline, further exacerbated the situation.
The decline in academic performance and the problematic approach to discipline highlighted a significant shift in educational practices. The top students dropped from our list, and our once robust reputation was left in tatters. Struggles with discipline ultimately led me to leave the profession, unable to face further criticism for poor academic results that were unavoidable due to the student's case.
Conclusion
Deciding to quit teaching is a complex decision influenced by a myriad of factors. Whether it is a toxic work environment, challenges with difficult students, or a lack of opportunities for professional growth, these factors can contribute to a decision to leave the profession. It is important for educators to prioritize their well-being and take action when necessary, even if it means making the difficult decision to leave.
However, for those who remain, it is crucial to address the systemic issues that contribute to these challenges. By fostering a supportive environment that values both teachers and students, we can create a more sustainable and rewarding teaching profession.