TY - JOUR
T1 - I will survive
T2 - Teachers reflect on motivations to remain in education amidst a global pandemic
AU - Wright, Diane S.
AU - Weinberg, Andrea E.
AU - Sample McMeeking, Laura B.
AU - Lin Hunter, Danielle E.
AU - Balgopal, Meena M.
N1 - Funding Information:
Some studies have examined science teacher attrition pre‐pandemic by studying their personal attributes, while others have examined environmental and structural contexts. For example, early career STEM teachers and those with non‐standard certifications are more likely to leave the profession (Nguyen et al., 2019 ). Bellocchi ( 2019 ) posited that science teachers are likely to leave when they are unable to recognize and manage their own emotions during their early years of teaching. Han and Hur ( 2022 ), on the other hand, explained that science teachers who feel they lack opportunities for internal mobility of classroom autonomy may leave either the school or the profession. STEM teachers are more likely to remain in environments with strong administrative support and quality professional development opportunities (Nguyen et al., 2019 ). Studies show that, although STEM teachers are more likely to leave high‐poverty schools (Palermo et al., 2022 ), those with fewer resources or higher rates of student disciplinary problems (Nguyen et al., 2019 ) may limit teacher attrition when teacher education programs include field placements in similar school districts to the ones they will likely enter (e.g., high‐poverty, high‐minority; Harrell et al., 2019 ). These findings are particularly relevant to our study of Noyce Scholars, who are offered scholarships and support to teach in high‐needs schools with funding from the US National Science Foundation (NSF). Hence, having a clear administrative response to crises (like the COVID‐19 pandemic) may need to be partnered with opportunities to develop new skills. For example, continuous professional development may mitigate science teachers' intentions of leaving the profession and, interestingly, decreasing their science department colleagues' attrition, even if they did not actually participate in the professional development (Allen & Sims, 2017 ).
Funding Information:
The authors acknowledge the teachers who took time to participate in this study when they were navigating new challenges and opportunities. We also thank Haley Stapleton and Jessica Mader, two teachers, who helped facilitate focus groups.
Publisher Copyright:
© 2022 The Authors. Journal of Research in Science Teaching published by Wiley Periodicals LLC on behalf of National Association for Research in Science Teaching.
PY - 2023/8
Y1 - 2023/8
N2 - As the pandemic began to disrupt school systems in March 2020, teachers were expected to quickly modify their instructional approaches. We recruited science, technology, engineering, and mathematics teachers who were recipients of National Science Foundation scholarships based on their high-quality academic record and commitment to working in high-needs school districts to participate in a longitudinal survey study. Participants (n = 153) graduated from universities or colleges in the Mountain West or western region of the Midwest. Through a series of three surveys administered throughout 2020 to all participants and follow-up focus group interviews with a subset (n = 42) in early 2021, we examined participants' perceptions and beliefs about the educational system's response to COVID-19. Participants perceived that the continuation of instructional delivery was the highest priority and that their professional needs were the lowest priority. Most participants believed the actions taken by school districts and schools to be negative or neutral. Participants were categorized by years of experience (preservice 0, novice 1–3, early career 4–5, and master 6+) to compare their perceptions of success and intentions to continue teaching. Participants perceived that their level of success increased with years of professional experience prior to the pandemic, but all participants reported feeling less successful during the pandemic. Despite participants' negative beliefs about the school response and perceived low levels of success, they intended to remain in the classroom short-term but not necessarily long term. We recommend that teacher educators and administrators (1) help teachers develop their personal knowledge and skills for use in the classroom, especially considering the national shortage of science (and STEM, broadly) teachers in high-needs districts and (2) develop proactive plans for responding to unexpected crises on large scales, as well as those limited to a particular region.
AB - As the pandemic began to disrupt school systems in March 2020, teachers were expected to quickly modify their instructional approaches. We recruited science, technology, engineering, and mathematics teachers who were recipients of National Science Foundation scholarships based on their high-quality academic record and commitment to working in high-needs school districts to participate in a longitudinal survey study. Participants (n = 153) graduated from universities or colleges in the Mountain West or western region of the Midwest. Through a series of three surveys administered throughout 2020 to all participants and follow-up focus group interviews with a subset (n = 42) in early 2021, we examined participants' perceptions and beliefs about the educational system's response to COVID-19. Participants perceived that the continuation of instructional delivery was the highest priority and that their professional needs were the lowest priority. Most participants believed the actions taken by school districts and schools to be negative or neutral. Participants were categorized by years of experience (preservice 0, novice 1–3, early career 4–5, and master 6+) to compare their perceptions of success and intentions to continue teaching. Participants perceived that their level of success increased with years of professional experience prior to the pandemic, but all participants reported feeling less successful during the pandemic. Despite participants' negative beliefs about the school response and perceived low levels of success, they intended to remain in the classroom short-term but not necessarily long term. We recommend that teacher educators and administrators (1) help teachers develop their personal knowledge and skills for use in the classroom, especially considering the national shortage of science (and STEM, broadly) teachers in high-needs districts and (2) develop proactive plans for responding to unexpected crises on large scales, as well as those limited to a particular region.
KW - COVID-19
KW - STEM teacher intentions
KW - survey study
KW - system response
UR - http://www.scopus.com/inward/record.url?scp=85141949997&partnerID=8YFLogxK
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U2 - 10.1002/tea.21831
DO - 10.1002/tea.21831
M3 - Article
AN - SCOPUS:85141949997
SN - 0022-4308
VL - 60
SP - 1266
EP - 1291
JO - Journal of Research in Science Teaching
JF - Journal of Research in Science Teaching
IS - 6
ER -