Identity, Agency, and Self-Talk of STEM Teachers Engaging in Instructional Reform in High-Need Schools

• In Event: Preparing and Supporting Novice and Experienced STEM Educators for Diverse Populations

Abstract

The retention of STEM teachers in high-need schools is essential to reducing educational inequalities, yet turnover due to dissatisfaction is a persistent problem. Requirements to implement instructional reforms are particularly challenging for early career teachers due to competing demands and difficult interactions that ensue when new approaches fail. This qualitative study explores the role of teachers’ internal conversations in mediating between structure and agency as individuals grapple with reforms and develop a sense of identity and commitment as STEM teachers in high-need schools. Results show that school structures that foster greater teacher autonomy may help to center internal conversations on motivational planning as opposed to blaming of self or students. Such self-talk can foster self-efficacy, strong identities, and retention.

Author

• Stacy I. Olitsky, Saint Joseph's University