Abstract
Teacher attrition is a salient issue across the Western world. Whilst this has been widely discussed in the literature, what is missing in the discourse, is a gendered focus. This narrative inquiry into the experiences of Australian women who resumed teaching after becoming parents offers insight into how parenthood can complement and enhance teachers’ pedagogy and relationships with students. Narrative portraits also reveal how the intersection of normalised performative expectations of performing arts teachers and inflexible leadership is not conducive to emotional or financial wellbeing. Findings show how leadership and culture marginalise these teachers leading to burnout, guilt, and attrition.
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