Reeder, StacyCross, Mackinley2019-05-102019-05-102019-05https://hdl.handle.net/11244/319689Teacher attrition is a challenge that has plagued our public school system for nearly a century. While attrition rates have consistently risen over the past 30 years, the cost of teacher turnover has moved beyond finances, negatively impacting student achievement and disrupting faculty cohesion and collaboration. In an attempt to address the growing concern of teacher retention and attrition, literature has focused on quantifying the factors that impact these areas of concern. This case study examined the motivations and experiences of seven veteran teachers who engaged in voluntary mobility, each choosing to leave the school in which they were heavily invested and move to a new school. In order to more clearly identify the factors that impacted each participants’ motivations and experiences, the data were examined through a lens of person-environment fit theory. Findings for this case study include participants’ motivations to move being impacted by person-environment fit at the person-organization, person-group, and person-individual levels of fit, while participants’ experiences in their new schools manifested in all levels of person-environment fit, including person-vocation, person-job, person-organization, person-group, and person-individual levels of fit. Further, these levels of fit do not exist in isolation of one another, but rather are deeply integrated and interdependent. However, individuals vary in their expectations of their work environment, which directly impacts their tolerance for stress at each level of fit within that environment.Teacher turnoverTeacher attritionTeacher retentionPerson-Environment Fit Theory