- Year 2024
- NSF Noyce Award # 2050145
- First Name Shannon
- Last Name Navy
- Registration Faculty/Administrator/Other
- Discipline STEM Education (general)
- Role Principal Investigator (PI)
- Presenters
Robert Idsardi, Eastern Washington University, & Julie A Luft, University of Georgia
Need
The project aims to serve the national need to understand the persistence and retention of newly hired secondary STEM teachers in high-needs settings.
Research Questions
There are three questions guiding this study: First, what resources do newly hired Noyce teachers access, and how does resource access change over time? Why are the resources useful? Second, how is resilience developed and portrayed in newly hired Noyce teachers? Finally, what is the relationship between types of resources, resilience, and burnout in newly hired Noyce teachers?
Approach
The Conservation of Resources theory serves as the theoretical framework in this study. This theory and a multidimensional view of resilience provide a more nuanced picture of the personal and contextual factors that influence the persistence of novice mathematics and science teachers. Data will be collected from close to thirty newly hired mathematics and science Noyce teachers from across the country. Over the last two years, surveys, interviews, observations, and reflections have been collected and analyzed to present some emerging findings
Outcomes
By the end of this project, we will have a better understanding about how resources contribute, or not, to the resilience of newly hired mathematics and science teachers.
Broader Impacts
The Broader Impacts of this proposal reside in better ways to support newly hired science and math teachers in high-needs districts. For high-needs school districts, persistent teachers continue to support learners in experiencing success in mathematics and science, instead of leaving the profession. For teachers, knowing what resources to access can improve their well-being and instruction in mathematics and science. For students, having resilient teachers can enhance learning for those who have historically experienced teacher turnover and are left behind intellectually in STEM.
