An Exploratory Study: The Role of Social Networks and Self-Efficacy in the Retention of Noyce Teachers

这项探索性研究由美国国家科学基金会的Robert Noyce教师奖学金项目通过Track 4 Noyce研究提供支持，将研究影响美国高需求学校早期职业教师留任的因素。以Noyce教师研究员为样本，本研究将调查教师的个人网络和自我效能对高需求学校教师留任的作用。这项研究的结果将对那些致力于准备、支持和留住早期职业教师的项目产生广泛的兴趣，对由美国国家科学基金会Noyce项目资助的300多个Noyce项目尤其感兴趣。通过确定影响Noyce教师留在高需求学校的因素，该研究旨在使Noyce项目能够预测和解决未来的这些因素。该项目将汇集教师教育、教育研究、社会网络分析和STEM教育方面的专家，利用各自的专业知识和学科具体方法，创建一个创新框架，探索社会网络和自我效能的作用，以及它们与Noyce项目特征和教师留任的关系。本研究将以第一轨道Noyce教师研究员（早期职业教师）为研究对象，探讨：(1)Noyce教师的个人网络和自我效能感是否以及如何影响高需求学校的教师留任；(2)哪些学校或学区层面的特征可能与个人网络、自我效能感和保留率相关；(3) Noyce项目个体特征对教师个人网络、自我效能感和留任的影响。在探索性顺序设计的指导下，本研究将从收集定性认知访谈数据开始，为教师个人网络调查的发展提供信息。在研究的第二阶段，这项新开发的调查将与先前验证过的自我效能感工具一起，在诺伊斯研究员的全国样本中进行管理。本研究将有助于教育文献探讨教师个人网络、支持结构和自我效能与教师留任的关系。除了开发一种新的工具来探索教师网络和更新国家Noyce教师研究员数据库之外，本研究还将说明创新的方法（社会网络分析）来探索早期职业Noyce教师网络，自我效能感和保留率之间的关系。

This exploratory study, supported by the National Science Foundations' Robert Noyce Teacher Scholarship Program through Track 4 Noyce Research, will examine factors influencing the retention of early career teachers in America's high-needs schools. Drawing on a sample of Noyce Teacher Fellows, the study will investigate the role of teachers' personal networks and self-efficacy on teacher retention in high-need school settings. The findings of the study will be of broad interest to programs working to prepare, support, and retain early career teachers and of particular interest to the more than three hundred Noyce projects funded though the NSF Noyce Program. By identifying factors that influence Noyce teachers retention in high-needs schools, the study aims to enable Noyce programs to anticipate and address these factors in the future.The project will bring together experts from teacher education, educational research, social network analysis and STEM education - leveraging the expertise of each as well as their discipline-specific approaches - to create an innovative framework to explore the role of social networks and self-efficacy, and their relationship to Noyce project characteristics and teacher retention. This study will focus on Track 1 Noyce Teacher Fellows (early career teachers) and will explore the following: (1) whether and how Noyce teachers' personal networks and self efficacy impact teacher retention in high-need schools; (2) what school or school district-level characteristics might be associated with personal networks, self-efficacy and retention; and (3) whether and how individual Noyce project characteristics impact teachers' personal networks, self-efficacy, and retention. Guided by an exploratory sequential design, the study will begin with the collection of qualitative cognitive interview data to inform the development of a Teacher Personal Network Survey. In the second phase of the study, this newly developed survey will be administered to a national sample of Noyce Fellows alongside a previously validated self-efficacy instrument. This research will contribute to education literature on how teacher personal networks, support structures, and self-efficacy relate to teacher retention. In addition to developing a new instrument to explore teacher networks and updating a national Noyce Teacher Fellow database, this research will illustrate innovative methodology (social network analysis) to explore the relationships among early career Noyce teacher networks, self-efficacy, and retention.