Examining the TEAMS Act's Influence on Rural Secondary Math Teachers: A Mixed Methods Study

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 1
  In Roundtable Session: Terms of Service: Teacher Policy, Contracts, and Governance

Abstract

This explanatory sequential mixed-methods study examines the impact of Alabama’s Teacher Excellence and Accountability for Mathematics and Science (TEAMS) Act on the instructional practices, professional development motivation, collaboration, and job satisfaction of rural secondary math teachers. Survey data from TEAMS and non-TEAMS teachers provide quantitative comparisons, followed by qualitative interviews to elaborate on these findings. Grounded in Self-Determination Theory, Expectancy Theory, and Herzberg’s Two-Factor Theory, this research highlights how compensation, autonomy, and working conditions intersect in shaping teacher experiences and retention. Findings aim to inform equity-centered policy reforms that support sustainable teacher engagement and retention in rural STEM education. These findings contribute to AERA's 2026 theme by examining how policy can dismantle systemic injustices and build sustainable, equitable pathways for educators.

Authors

• Katina L Stallworth, University of South Alabama

• Sohee Kim, University of South Alabama