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Investigating Teacher Collaboration ...

Hinyard, Brittany.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Investigating Teacher Collaboration for Early-Career Science Technology Engineering and Mathematics Teachers in Louisiana's Middle Schools./
Author:	Hinyard, Brittany.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	173 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-11, Section: B.
Contained By:	Dissertations Abstracts International83-11B.
Subject:	Mathematics education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29170518
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. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 173 p.

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

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

This item must not be sold to any third party vendors.

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.

ISBN: 9798438730866Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Job satisfaction

Investigating Teacher Collaboration for Early-Career Science Technology Engineering and Mathematics Teachers in Louisiana's Middle Schools.
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520 $a 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.
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