Stories of Living and Stories of Leaving: A Latinx Autobiographical Narrative Inquiry

Abstract Miguel Monroy uses autobiographical narrative inquiry to examine his own career as a Latinx immigrant who became a bilingual teacher and principal in a large school district in the Southeastern US. This narrative inquiry confirms quantitative research previously conducted by Ingersoll, Smith, Irizarry and others. In this chapter, qualitative analysis, specifically autobiographical narrative inquiry, is used to fill in the details of how and why various factors influence Latinx teacher job satisfaction in teacher retention. The chapter corroborates the stories of teacher attrition in this article with quantitative analyses of teacher retention data, especially minority teacher retention data, along with written accounts of teacher retention in the district during the periods Miguel worked there.