Exploring elementary teacher persistence in a micropolitan area through the lens of Maslow's hierarchy of needs: A qualitative study

Abstract

This qualitative study explores the factors that motivate elementary teachers to remain in the classroom in a micropolitan area school district as filtered through the theoretical framework of Maslow’s hierarchy of needs. The findings suggest, teachers working to satisfy safety needs are less likely to reach satisfaction in the areas of esteem and self-actualization and are less likely to stay in the classroom. It also suggests, for teachers who reach self-actualization, while the love and belonging needs for relationships with students remain relatively stable, other relationships diminish and esteem needs increase. The most important factor for participants in this study to persist in the classroom was the relationship with students.