Commitment, Connection, and Change: Uncovering the Lived Experiences of Teachers who Commit, Connect, and Cultivate Growth in Students with Emotional Behavioral Disorders

This qualitative study explored the lived experiences of high school teachers of students with emotional and behavioral disorders (E/BD) to identify the factors that contribute to their career longevity. Using a strengths-based approach, the study shifted attention from the commonly documented high attrition rates in this population to the perspectives of teachers who remain in the field. Interpretative Phenomenological Analysis (IPA) served as the methodology for the study, allowing for an in-depth examination of how these participants make meaning of their work and the conditions that support their sustained commitment. Billingsley’s (1993) conceptual model of teachers’ career decisions was used to guide the study and to confirm the reasons participants chose to remain in the field, as reflected through their perceptions and lived experiences. Analysis of the participant interviews revealed five primary factors influencing their career longevity: personal and professional backgrounds, personality traits, professional beliefs, school climate, and teacher–student relationships. These findings contribute to the limited literature on E/BD teacher retention and offer practical implications for educational leaders, teacher-preparation programs, and the educators themselves seeking to strengthen support systems and enhance long-term retention within this specialized area of education.