This qualitative study examines the organizational, social, and personal factors that may influence elementary teachers' declining commitments. Our findings suggest that when the teachers under study felt unsuccessful, that is, when they experienced low feelings of efficacy and low feelings of community, teachers' commitments' shifted or declined. However, the impact of negative teaching experiences on commitments is far from uniform. Rather the teachers' commitments declined as a function of the teachers' understandings of their perceived failures.

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