Why do they stay? An exploratory analysis of identities and commitment factors associated with teaching retention in high-need school contexts
Why do they stay? An exploratory analysis of identities and commitment factors associated with teaching retention in high-need school contexts
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DOI：
10.1016/j.tate.2021.103423
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发表时间：
2021-07-05
影响因子：
3.9
通讯作者：
Kier, Meredith
中科院分区：
文献类型：
--
作者：
Grillo, Monica;Kier, Meredith
虽然文献引用了一些为什么STEM教师离开高需求学校（HNS）环境的例子，但很少有研究解决教师留下来的原因。通过对接受奖学金在HNS任教的STEM教师参与者的检查，我们试图了解他们的身份和社会经验的各个方面，以支持他们的承诺。使用定性的方法和专题分析，我们发现教师制定研究员和社会正义倡导者的身份，与管理人员，同事和学生的家庭关系的支持。这些因素支持教师不仅要保持，而且要在高要求的环境中蓬勃发展。(c)2021爱思唯尔有限公司保留所有权利。
While the literature cites a number of examples for why STEM teachers leave high-need school (HNS) contexts, there are fewer studies that address why teachers stay. Through the examination of STEM teacher participants who accepted a scholarship to teach in HNSs, we sought to understand the aspects of their identities and social experiences that supported their commitment. Using a qualitative methodology and thematic analysis, we found teachers to enact researcher and social justice advocate identities that were supported by familial relationships with administrators, colleagues, and students. These factors support teachers not just to remain but to flourish amid highly demanding contexts. (c) 2021 Elsevier Ltd. All rights reserved.