Collaborative Research: Exploring the Impact of Noyce Master Teaching Fellowship Programs on Teacher Retention: The Role of Motivation, Leadership, and School-Work Environment

该项目旨在服务于国家需要，提高全国高需求学校STEM教师的留存率和持久性。它将通过研究诺伊斯硕士教师研究员与对照教师群体相比的保留率和持久性来做到这一点。具体来说，Noyce Track 4协作研究项目将通过八所大学之间的合作进行探索性研究：莱斯大学(牵头机构)、田纳西州立大学中部、罗切斯特大学、南伊利诺伊大学卡本代尔分校、亚利桑那大学、路易斯安那大学拉斐特大学、加州大学圣地亚哥分校和肯纳索州立大学。美国的K-12教育一直受到师资短缺和人员流失的困扰，特别是在数学和科学学科，特别是在高需求的学校。因此，调查与教师留任和持之以恒有关的因素是增加教师留任对K-12教育的积极影响的关键的第一步。通过将诺伊斯硕士教学研究员与一组背景特征相似的非诺伊斯教师进行比较，诺伊斯硕士教学研究员计划对教师长期留任和坚持性的影响应该会更加明显。本研究以教师自我效能、自我决定力、人际网络等有关教师发展与留任的现有研究与理论为基础，旨在探讨教师关键结构与变量(如动机、领导技能、多元化倾向、学校工作环境、社会网络、专业背景等)与教师留任与持之以恒之间的关系。该项目旨在用定量和定性的方法对诺伊斯硕士教师和非诺伊斯教师进行比较。这项研究的结果有可能为教师准备和发展计划以及试图解决国家面临的教师留住和持久性问题的利益攸关方提供参考，特别是在高需求学校和学区。一个由专家学者组成的外部咨询委员会将在整个研究报告的执行过程中提供反馈。计划通过莱斯的数字奖学金档案馆、学术期刊上的出版物和专业会议上的演讲来广泛传播这一发现。为了接触公众，将向当地报纸发送关于该项目的文章；并将通过社交媒体渠道(如网站、Facebook、Twitter)传播工作及其调查结果。这个Track 4：研究项目由罗伯特·诺伊斯教师奖学金计划(Noyce)提供支持。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的K-12 STEM教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的持久性、保留率和有效性的研究。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national need to improve the retention and persistence of STEM teachers in high-need schools across the nation. It will do so by studying the retention and persistence of Noyce Master Teacher Fellows compared to a control teacher population. Specifically, this Noyce Track 4 Collaborative Research project will conduct an exploratory study through a collaboration among eight universities: Rice University (lead institution), Middle Tennessee State University, University of Rochester, Southern Illinois University at Carbondale, University of Arizona, University of Louisiana-Lafayette, University of California-San Diego, and Kennesaw State University. K-12 education in the U.S. has been suffering from teacher shortages and attrition, particularly in mathematics and science disciplines and particularly in high-need schools. Investigating factors related to teacher retention and persistence is, thus, a crucial first step to increasing the positive effects of teacher retention on K-12 education. By comparing Noyce Master Teaching Fellows with a group of non-Noyce teachers with similar background characteristics, the impact of the Noyce Master Teaching Fellows programs on long-term teacher retention and persistence should become more visible. Building on existing research and theories related to teacher development and retention including self-efficacy, self-determination, and networks, the project intends to investigate the relation between key teacher constructs and variables (e.g., motivation, leadership skills, diversity dispositions, school-work environment, social networks, and professional background) and teacher retention and persistence. The project aims to compare Noyce Master Teaching Fellows with non-Noyce teachers, using both quantitative and qualitative methods. Results of this study have the potential to inform teacher preparation and development programs, as well as stakeholders who are trying to solve the teacher retention and persistence problems facing the nation, particularly in high-need schools and school districts. An external Advisory Board of expert scholars will provide feedback throughout the implementation of the research study. Broad dissemination of the findings is planned through Rice’s Digital Scholarship Archive, publications in academic journals, and presentations at professional conferences. To reach the public audience, articles about the project will be sent to local newspapers; and the work and its findings will be disseminated through social media outlets (e.g., website, FaceBook, Twitter). This Track 4: Research project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 STEM teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.