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

这项探索性研究由国家科学基金会的罗伯特·诺伊斯教师奖学金计划通过轨道4诺伊斯研究支持，将研究影响美国高需求学校早期职业教师保留的因素。本研究以诺伊斯教师研究员为样本，探讨了教师个人网络和自我效能感在高需求学校环境中对教师保留的作用。这项研究的结果将是广泛的兴趣，以准备工作，支持和保留早期职业教师和特别感兴趣的300多个诺伊斯项目资助通过NSF诺伊斯计划。通过确定影响Noyce教师在高需求学校保留的因素，该研究旨在使Noyce计划能够在未来预测和解决这些因素。该项目将汇集教师教育，教育研究，社会网络分析和STEM教育-利用每个人的专业知识以及他们的学科特定方法-建立一个创新的框架，探讨社交网络和自我效能的作用，以及它们与诺伊斯项目特征和教师保留的关系。本研究将侧重于途径1诺伊斯教师研究员（早期职业教师），并将探讨以下问题：（1）诺伊斯教师的个人网络和自我效能是否以及如何影响教师保留在高需求学校;（2）什么学校或学区一级的特点可能与个人网络，自我效能和保留;个体Noyce项目特征是否以及如何影响教师的个人网络、自我效能和保持。在探索性序贯设计的指导下，研究将开始与定性认知访谈数据的收集，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的自我效能工具一起对诺伊斯研究员的全国样本进行管理。本研究将有助于教师个人网络，支持结构和自我效能与教师保留的教育文献。除了开发一种新的工具来探索教师网络和更新国家诺伊斯教师研究员数据库，本研究将说明创新的方法（社会网络分析），探索早期职业生涯诺伊斯教师网络，自我效能和保留之间的关系。

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.