- Year 2024
- NSF Noyce Award # 2230997
- First Name Adem
- Last Name Ekmekci
- Institution Rice University
- Role/Position Principal Investigator (PI)
- Proposal Type Workshop
- Workshop Category Track 4: Noyce Research
- Workshop Disciplines Audience STEM Education (general)
- Target Audience Co-PIs, Evaluators/Education Researchers, Other Faculty/Staff, Project PIs
- Topics Assessment/evaluation, Lessons learned from developing/implementing a Track 1 project / Track 2 project / Track 3 project / or Track 4 Research project
- Additional Presenter(s)
Mahtob Aqazade, Rebecca McGraw, Karen Renzaglia, Gregory Rushton, Michael Daley
Goals
Participants will learn about two instruments developed under this project: a survey instrument (adapted from previously developed scales and revalidated) that measures social, structural, human, and psychological capitals relating the teacher retention and interview protocols to explore teacher motivation for retention, teacher leadership, and social networks related to teaching and teacher leadership. Participants will also learn about different studies conducted under this grant that used these instruments and their findings.
Evidence
The instruments can be used in teacher education research and program evaluation. One study that used the survey instrument found that Master Teaching Fellows (MTFs) had higher levels of self-efficacy and diversity dispositions, larger teaching network size, greater teaching and leadership network proximity, and more bridging and energizing leadership network; and are more likely to shift to leadership positions than non-MTFs. In addition, higher level of leadership engagement, larger leadership network size, and lower degrees of teacher-school fit were associated with shifting to a leadership position in general. A study using interview protocols investigated how teachers defined teacher leadership. Teachers found collaboration, relationship with colleagues, administrators, and students, and school structure and roles to be important facilitators or barriers to teacher leadership. Another study explored how teacher leaders perceived teacher leadership and found that professional development of colleagues is central to the work of teacher leadership. Teacher leaders also found to be involved in school change and curriculum work. This study also found that engagement in a Noyce MTF program led to professional growth of teachers as teacher leaders in six areas: empowerment and confidence enhancement; self-awareness; connections, networking and collaboration; pedagogy and practice enrichment; increased credibility and expanded opportunities; and leadership skill development.
Proposal
Participants will learn the results of a three-year Track 4 research project exploring teacher leadership, identity, networks, and retention in relation to social, structural, personal, and psychological capitals. Comparisons were made between Master Teaching Fellows (MTFs) who participated in a Track 3 program between 2011 and 2020 in one of six different sites across the U.S. and non-MTFs (from the MTFs’ schools/districts) in relevant areas that include retention, leadership, and the impact of professional development on career trajectory. The study included both quantitative methods based on surveys, and qualitative methods based on extensive interviews. Four research groups focused on pertinent areas that contribute to the knowledge-base on retention, teacher leadership, social networks and career motivation and pathways. Studies included instrument validation; predicting retention through capital variables; comparing MTFs and non-MTFs in several aspects; exploring teacher and leader identity, power, and agency; defining teacher leadership; and social network analysis. Each group will share their research highlights which will be discussed in an interactive way with the audience.
