Yellin, DavidBrown, Diane Sue2013-11-262013-11-262007-07http://hdl.handle.net/20.500.14446/7326Scope and Method of Study:This qualitative study was designed to address teacher retention by increasing teachers' opportunities for reflection and collegial interaction. Five participants and the researcher met fourteen times over a four-month period. Participants were all at a self-described career turning point and came to the group seeking answers about the viability of continuing in their current teaching placements. Participants wrote their educational autobiographies using currere, a structured system designed to assist in the reflection of a person's life in education. During group meetings the participants wrote about and discussed the process of creating their autobiographies. Data was analyzed using narrative analysis and the hermeneutic cycle.Findings and Conclusions:Themes of caring and fear emerged from the writings and group interactions. Participants increased collegial interactions outside of group meetings. All participants claimed discoveries through their writings. Data analysis showed that participants' childhood backgrounds had a great influence on their teaching. In terms of retention, three of the five participants chose to remain in their current teaching positions, one left to begin a doctoral program, and the fifth began a job search for a position as a school librarian.application/pdfCopyright is held by the author who has granted the Oklahoma State University Library the non-exclusive right to share this material in its institutional repository. Contact Digital Library Services at lib-dls@okstate.edu or 405-744-9161 for the permission policy on the use, reproduction or distribution of this material.Dissertationcurrerehermeneuticsnarrative inquiryteacher retentionprofessional developmentautobiography