Relationships Between the Characteristics, Professional Experiences, Phases of Professional Development, and Sustainability of Selected Practicing U.S. Montessori Teachers

Abstract

Utilizing a cross-sectional survey design grounded in a postpositivist paradigm, this quantitative, exploratory, and descriptive-correlational study examined the sustainability of selected Montessori teachers currently teaching in U.S. classrooms. Framed by Huberman’s theory of teacher development and Bandura’s theory of self-efficacy, this study investigated how professional experience, development stage, and contextual characteristics relate to longevity and intent to remain in the classroom. A national sample of 393 Montessori teachers responded to a 43-item survey distributed through snowball sampling. Descriptive statistics, chi-square tests, Spearman’s correlations, and regression analyses were employed to examine associations among variables. A composite variable, Teaching Experience Profile (TExP), was developed to reflect experience and future teaching intent. Significant associations were found between teacher sustainability and age at credentialing, income, teacher education program affiliation, and school type (p < .001). Regression analysis revealed that years of Montessori teaching (β = .224, p < .001) and participation in professional development (β = .157, p = .002) were significant predictors of teacher self-efficacy (R² = .082). Through Huberman’s teacher development theory, teachers with 4–7 years of experience reported the highest levels of burnout, while those with 8+ years reported the greatest sense of professional fulfillment. Bandura’s model underscored the importance of mastery and social persuasion in building durable self-efficacy. The study recommends practice and future research on teacher preparation, mentorship, leadership development, and systemic supports contributing to Montessori teacher longevity and sustainability.