True Grit: Trait-Level Perseverance and Passion for Long-Term Goals Predicts Effectiveness and Retention among Novice Teachers

Abstract

Background/Context Surprisingly little progress has been made in linking teacher effectiveness and retention to factors observable at the time of hire. The rigors of teaching, particularly in low-income school districts, suggest the importance of personal qualities that have so far been difficult to measure objectively. Purpose/Objective/Research Question/Focus of Study In this study, we examine the predictive validity of personal qualities not typically collected by school districts during the hiring process. Specifically, we use a psychological framework to explore how biographical data on grit, a disposition toward perseverance and passion for long-term goals, explains variance in novice teachers’ effectiveness and retention. Research Design In two prospective, longitudinal samples of novice teachers assigned to schools in low-income districts (N = 154 and N = 307, respectively), raters blind to outcomes followed a 7-point rubric to rate grit from information on college activities and work experience extracted from teachers’ résumés. We used independent-samples, t-tests, and binary logistic regression models to predict teacher effectiveness and retention from these grit ratings as well as from other information (e.g., SAT scores, college GPA, and interview ratings of leadership potential) available at the time of hire. Conclusions/Recommendations Grittier teachers outperformed their less gritty colleagues and were less likely to leave their classrooms midyear. Notably, no other variables in our analysis predicted either effectiveness or retention. These findings contribute to a better understanding of what leads some novice teachers to outperform others and remain committed to the profession. In addition to informing policy decisions surrounding teacher recruitment and development, this investigation highlights the potential of a psychological framework to explain why some individuals are more successful than others in meeting the rigorous demands of teaching.

Initial Development and Psychometric Evidence of Physical Education Grit Scale (PE-Grit)

“…Indeed, it describes the ability to recognize good performance, despite all individual constraints, to achieve a planned goal. The most noted early work perceived Grit as a construct formed by two factors, consistency of interest and perseverance in effort ( 23 , 24 , 34 ).…”

Effect of Nurses’ Grit on Nursing Job Performance and the Double Mediating Effect of Job Satisfaction and Organizational Commitment

“…In particular, grit involves enthusiasm or passion for an individual’s chosen activities [ 8 ]. It differs from other variables such as work engagement (the positive and fulfilling state of mind a worker feels toward their job), sincerity (simply making efforts without reflecting the purpose), and self-control [ 9 , 10 ]. Engagement is a broad and multi-dimensional structure that focuses on the relationship between one’s work and the things related to one’s work within the job and involves investing physical, cognitive, and emotional energy simultaneously [ 11 ].…”

Grit, happiness and life satisfaction among professionals: a correlational study.

“…It was observed in the research by Claire and Angela that teachers who presented higher level of grit in their interviews before teaching tend to stay for more years and did not leave the school in the middle of the year and it was also observed that teachers who left the school early and in middle of the year demonstrated lower level of grit. This shows that teachers, who demonstrated long-term perseverance towards their teaching career, stayed more than a year and their students presented good academic results [8].…”