The Cost of Teaching: A Feminist Analysis of Teacher Experiences Earning Professional Learning Stipends (Poster 15)

• In Event: AERA Poster Session Thursday 8:00 a.m.
  In Poster Session: Social Context of Education Policies, Mattering, and Praxis

Abstract

This study employs a critical feminist perspective to examine the implications of compensating teachers for completing professional learning (PL) modules. Using Glaser’s (1965) methodology of constant comparative analysis (CCA), this study investigates the broader implications of stipend allocation on teachers' professional growth, job satisfaction, and overall well-being. Specifically analyzing teachers’ responses to receiving stipends for teacher-directed professional learning (TDPL), this study probes how the gendered nature of care work and economic inequality influence and shape educators’ experiences. We seek to highlight the significance of fair compensation that recognizes and values educators’ labor and to propose recommendations for more equitable and sustainable practices in teacher PL programs.

Authors

• Rachel Ellen Nelson, Appalachian State University

• Holly Weaver, Appalachian State University

• Heather Childress, Appalachian State University

• Erin K. West, Appalachian State University

• Sherry Paddie, Appalachian State University

• Janet Johnson, Appalachian State University

• Rachel Shepherd, Appalachian State University

• Tyrel Winebarger, Appalachian State University

• Katherine Chesnutt, Appalachian State University

• James Beeler, Appalachian State University

• Jason Snyder, Appalachian State University