“Understanding the Experiences of Educators Who Remain in the Profession: A Grounded Theory Study”
Mitchell, Deloris. Capella University ProQuest Dissertations & Theses, 2024. 31638319.
URL:  Understanding the Experiences of Educators Who Remain in the Teaching Profession: A Grounded Theory Study - ProQuest

Research & Innovation

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Metacognitive Theory of Teacher Agency (MTTA)

• Dr. Deloris Mitchell’s doctoral research introduced the Metacognitive Theory of Teacher Agency (MTTA) — a framework showing how educators use self-awareness, adaptability, and reflection to remain committed and resilient in their profession.

Why It Matters

• Traditional research focused on why teachers leave.

• Her study shifts the lens to why teachers stay — uncovering how reflective practice, motivation, and resilience sustain long-term educator engagement.

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What the Research Found

• Nine Core Categories: Motivation, core beliefs, classroom challenges, and personal strengths shaped teacher persistence.

• The Power of Relationships: Supportive leadership and peer collaboration fueled professional satisfaction.

• Metacognition in Action: Teachers used reflection and adaptability to align beliefs with real-world challenges.

• The research provides a blueprint for school leaders, policymakers, and preparation programs to design systems that value teacher agency, well-being, and professional growth.

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Ongoing Research at Capacity168​

1. Early Childhood Mental Health

Evaluating how behavioral and mental health practices enhance social-emotional and academic outcomes in early childhood settings.

2. Professional Growth & Coaching

Developing interactive workshops and coaching programs that strengthen educator efficacy and engagement across multiple platforms.

3. Innovation & Insight

Monitoring industry trends and program data to ensure Capacity168 continues to lead in educator support, equity, and evidence-based practice.