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

该项目旨在满足国家需求，提高全国高需求学校 STEM 教师的保留率和持久性。 它将通过研究诺伊斯大师级教师研究员与对照教师群体的保留率和持久性来实现这一目标。具体来说，诺伊斯轨道4合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）、中田纳西州立大学、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分校、加州大学圣地亚哥分校和肯尼索州立大学。美国的 K-12 教育一直面临教师短缺和人员流失的问题，特别是在数学和科学学科，特别是在高需求学校。因此，调查与教师保留和坚持相关的因素是提高教师保留对 K-12 教育积极影响的关键第一步。通过将诺伊斯大师教学研究员与一组具有相似背景特征的非诺伊斯教师进行比较，诺伊斯大师教学研究员项目对长期教师保留和坚持的影响应该变得更加明显。该项目以与教师发展和保留相关的现有研究和理论（包括自我效能、自决和网络）为基础，旨在调查关键教师结构和变量（例如动机、领导技能、多样性倾向、学校工作环境、社交网络和专业背景）与教师保留和坚持之间的关系。该项目旨在使用定量和定性方法对诺伊斯大师教学研究员与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保留和持久性问题的利益相关者提供信息，特别是在高需求学校和学区。由专家学者组成的外部顾问委员会将在研究的整个实施过程中提供反馈。计划通过赖斯的数字奖学金档案、学术期刊上的出版物以及专业会议上的演讲来广泛传播研究结果。为了吸引公众，有关该项目的文章将被发送到当地报纸；这项工作及其研究结果将通过社交媒体渠道（例如网站、FaceBook、Twitter）进行传播。此轨道 4：研究项目由罗伯特·诺伊斯教师奖学金计划 (Noyce) 支持。诺伊斯计划支持有才华的 STEM 本科专业和专业人士成为高效的 K-12 STEM 教师，并支持经验丰富、堪称典范的 K-12 STEM 教师成为高需求学区的 STEM 大师级教师。它还支持对高需求学区 K-12 STEM 教师的持久性、保留性和有效性的研究。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点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.