Science and Mathematics Teachers' Social Connectedness to Their Community Promoting Teacher Leadership: A Mixed-Methods Analysis

• In Event: STEM and Career and Technical Education in Rural Contexts

Abstract

Prior teacher leadership research has concentrated on improved instructional quality. In contrast, little is known about how teaching in the community promotes teacher leadership in rural areas. Thus, the current study explores the relationship between teacher leadership and teacher’s social connectedness to their rural school setting. Participants included 6900 students and 19 teachers. Mixed methods analyses were conducted. Qualitative results revealed four teacher proximity groups: homegrown, transplant, more socially connected and less socially connected. Statistical analyses demonstrated that transplants underperform in teacher collaboration compared to other groups, while analysis of the interviews revealed the strengths of other groups. Overall, our findings suggested that different facets of teachers’ connectedness to their school resulted in different teacher leadership actions.

Authors

• Greysi Irdam, University of South Carolina - Columbia

• Angela D Starrett, University of South Carolina

• Jan A. Yow, University of South Carolina - Columbia

• Christine R. Lotter, University of South Carolina

• Matthew J. Irvin, University of South Carolina