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Investigating Teacher Collaboration for Early-Career Science Technology Engineering and Mathematics Teachers in Louisiana's Middle Schools.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Investigating Teacher Collaboration for Early-Career Science Technology Engineering and Mathematics Teachers in Louisiana's Middle Schools./
Author:	Hinyard, Brittany.
Description:	1 online resource (173 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-11, Section: B.
Contained By:	Dissertations Abstracts International83-11B.
Subject:	Mathematics education. -
Online resource:	click for full text (PQDT)
ISBN:	9798438730866

Investigating Teacher Collaboration for Early-Career Science Technology Engineering and Mathematics Teachers in Louisiana's Middle Schools.
Hinyard, Brittany.

Investigating Teacher Collaboration for Early-Career Science Technology Engineering and Mathematics Teachers in Louisiana's Middle Schools. - 1 online resource (173 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: B.

Thesis (Ph.D.)--Southern University and Agricultural and Mechanical College, 2022.

Includes bibliographical references

STEM teachers are in short supply due to attrition and teacher shortages. In Louisiana, over 20% of math and science classes are taught by educators who do not possess the proper certifications and over 40% of departing teachers have less than five years of teaching experience (Louisiana Department of Education, 2019). Research suggests that low teacher retention is linked to teacher dissatisfaction (Carver-Thomas and Darling-Hammond, 2017). However, teacher collaboration literature represents a conglomerate of collaborative structures and practices (Avalos-Bevan & Bascope, 2017; Vangrieken et al., 2015).This study addresses the lack of understanding concerning which forms of collaboration influences job satisfaction, work-stress, and teacher turnover intentions for early-career public middle school teachers in Louisiana. The purpose of this study was to investigate teacher collaborative practices and explore how teachers holistically perceive collaboration using an explanatory sequential mixed-methods design. The quantitative phase included 59 early-career, full-time public middle school STEM teachers, and seven participants completed the qualitative phase of the study.The results suggest no statistically significant correlations exist between teacher collaboration and job satisfaction, work-stress, and turnover intentions. The qualitative findings suggest four themes related to teachers' perspectives of collaboration. The quantitative and qualitative data were integrated using a joint display.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798438730866Subjects--Topical Terms:

1148686
Mathematics education.
Subjects--Index Terms:

Job satisfactionIndex Terms--Genre/Form:

554714
Electronic books.

Investigating Teacher Collaboration for Early-Career Science Technology Engineering and Mathematics Teachers in Louisiana's Middle Schools.
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