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The purpose of this hermeneutical phenomenological study is to examine the resilience and contribution in the lived experiences of positive veteran teachers with more than five years of teaching experience. Teachers who have passed the five-year mark that indicates the commitment to the profession will discuss their lived experiences with the difficulties of the teaching profession and how they continue in spite of them (Guthery & Bailes, 2022; Towers et al., 2022; Wiggan et al., 2020). This time period is the minimum requirement to be considered a veteran of the teaching profession for this study. Positive describes teachers’ attitude and approach to the profession while veteran designates their experience level in teaching. Teachers who demonstrate a positive approach will share examples in their own practice of how they contribute to their students, fellow educators, and others in their school environment.
The central research question for this study is:
What are the contributions in the lived experiences of positive veteran teachers to their school communities despite the challenges inherent in the teaching profession?
The first sub-question for this study is:
What are the ways positive veteran teachers develop resilience by increasing their intrinsic motivation in ways that allow them to overcome the difficulties associated with the teaching profession?
The second sub-question for this study is:
What are the specific ways that positive veteran teachers increase the autonomy, competence, and connection of those in their school communities?
These research questions are specifically connected to self-determination theory which is the theoretical framework for the study. This theory says that people’s motivation lie on a spectrum from no motivation at all to being completely self-motivated (Deci & Ryan, 1985). People will be more likely to act on their own if their psychological needs of autonomy, competence, and connection are met (Ryan & Deci, 2020). By connecting the reception of autonomy, competence, and relatedness from the school community to positive veteran teachers, self-determination theory will aid in identifying how teachers develop intrinsic motivation providing a better understanding of how teachers develop resilience. Showing how much teachers provide these psychological needs to students, other teachers, and other members of their school communities will provide insights into their specific contributions.
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