- Year 2024
- NSF Noyce Award # 1758342 and 1917181
- First Name Andrea
- Last Name Reeder
- Registration Faculty/Administrator/Other
- Discipline Chemistry, Physics
- Role Other: Research Assistant
- Presenters
Andrea Reeder, Middle TennesseeState University
Need
This study delves into the post-program development of three Master Teaching Fellows (MTFs) from the Southeastern U.S., particularly focusing on their leadership trajectories. By examining the interplay between personal attributes, environmental circumstances, and behavioral dynamics, the research aims to shed light on how MTFs develop over time.
Research Questions
The inquiry is guided by a central question: How do personal attributes, environmental circumstances, and behavioral dynamics influence the leadership trajectories of MTFs five year after the conclusion of the program?
Approach
Utilizing a collective case study approach, the research employs the Social Cognitive Theory to analyze interview data collected from MTFs at three different time periods. Additionally, the study triangulates the perspective of the MTFs with interview data from four of their colleagues (teachers, department heads, principals, and district officials).
Outcomes
Through this analysis, four key themes emerge, linking the cases over the course of five years: self-regulation (the ability to understand and adjust performance to meet contextual expectations), interpersonal efficacy (the skill to effectively engage with others), collaborative community (supportive interactions fostering awareness, personal connections, diverse viewpoints, mutual engagement, and leadership growth) and pedagogical content knowledge (the science teachers’ knowledge of content and instruction).While two of the science teacher leaders demonstrate an expansion of their influence within the school environment, one does not experience similar growth.
Broader Impacts
The study suggests that Noyce programs could support the leadership of MTFs post-program by focusing on interpersonal development, opportunities for self-regulation, and experiences aimed at building collaborative communities within the MTFs schools during the program.
