P–12 Teachers’ Perceptions of Internal and External Factors Influencing Their Classrooms: A Pilot Study

• In Event: Friday Roundtable Session 11:25 am
  In Roundtable Session: Teachers' Perspectives on Anti–Critical Race Theory, DEI (Diversity, Equity, and Inclusion), and the Boogeyman (Table 26)

Abstract

In a sequential exploratory mixed method study, the authors investigated the contextual mitigating factors (CMFs) influencing teachers’ daily instructional practices and classroom decisions. Seventeen participants—teachers also enrolled in a southeastern U.S. university—provided survey and open-response data revealing the factors within school and outside of school that affect their work. Data revealed a wide range of responses, with trends indicating that teachers feel internal and external factors affecting their work, which also affects their control over their own work. Details in qualitative data, however, reveal a few inconsistencies, which suggest a need to revise survey questions. Overall, the data suggest a need for a deeper understanding of the CMFs affecting teachers’ efforts to support their professional development and student success.

Authors

• Katie Brkich, Georgia Southern University

• Alejandro J. Gallard Martínez, Georgia Southern University

• Nancy L. Remler, Armstrong Atlantic State University

• Lizette Ramos de Robles, Universidad de Guadalajara

• Wesley B. Pitts, Lehman College - CUNY