Interplay of Instructional Quality and Context: Factors Shaping Novice Math and Science Teachers' Persistence

• In Event: Teaching and Learning in Math and Science Teacher Education

Abstract

Students in high-needs schools are traditionally provided with fewer opportunities to interact with quality teachers, a leading factor in their learning success. This research focuses on the intersection of instructional quality and context in shaping novice teachers’ persistence. We conducted interviews and analyzed classroom tasks from five novice mathematics and nine science teachers teaching in high need settings. Thematic analysis suggests that Engagement in Professional Communities and Administrative Support shape persistence. Cross case analysis suggests that novice teachers who approach instruction in rigorous ways were more likely to exit the classroom or to consider exiting. This research elucidates factors shaping novice teacher persistence and has implications for understanding the support teachers need to remain in the profession.

Authors

• Jennifer Schellinger, Florida State University
  Presenting Author

• Danielle M. Rhemer, Florida State University
  Non-Presenting Author

• Caitlyn Ward, Florida State University
  Non-Presenting Author

• Miray Tekkumru-Kisa, RAND Corporation
  Non-Presenting Author

• Sherry A. Southerland, Florida State University
  Non-Presenting Author