2022 Summer Undergraduate Research Program (SURP) Symposium
Location
ScholarSpace, Rod Library, University of Northern Iowa
Presentation Type
Open Access Poster Presentation
Document Type
poster
Keywords
Science teachers--Iowa; Teacher effectiveness; Teacher turnover--Iowa--Prevention;
Abstract
Secondary science teachers have been leaving the field at an increasing rate in recent years. While much is known about science teacher attrition, less is known about science teacher persistence. The purpose of this study was to identify effective post-induction science teachers and analyze why they persist. This study was conducted using a mixed-methods approach including the Local Systemic Change Classroom Observation Protocol (LSC-COP) to generate a quantitative measure of science teaching effectiveness, along with using a phenomenological approach to investigate the experiences of effective science teachers who have stayed in the field.The median and mode of the LSC-COP capsule score were four and five respectively on a five-point scale indicating participants’ instruction was likely to enhance students’ understanding of science and their capacity to do science. Interviews with participants about their experiences yielded seven themes that pertain to effective science teachers' persistence: exemplary preservice/professional development programs, meaningful support, autonomy, student goals, engaging in deliberate practice, building relationships with students, and viewing teaching as a moral act. Our study argues that for teachers to persist, they must view teaching as more than a job and have the support and the freedom to engage in deliberate practice in order to continually improve.
Start Date
29-7-2022 11:00 AM
End Date
29-7-2022 1:30 PM
Event Host
Summer Undergraduate Research Program, University of Northern Iowa
Faculty Advisor
Jesse Wilcox
Department
Department of Biology
Copyright
©2022 Molly Ramker, Billy Lange, Jesse Wilcox, Ph.D., and Dori Clausen
File Format
application/pdf
Recommended Citation
Ramker, Molly Ella; Lange, William Raymond; Wilcox, Jesse Ph.D.; and Clausen, Dori, "Why do Effective Science Teachers Persist?: A Mixed Methods Approach Exploring Post-Induction Effective Science Teachers' Experiences" (2022). Summer Undergraduate Research Program (SURP) Symposium. 9.
https://scholarworks.uni.edu/surp/2022/all/9
Included in
Elementary and Middle and Secondary Education Administration Commons, Science and Mathematics Education Commons
Why do Effective Science Teachers Persist?: A Mixed Methods Approach Exploring Post-Induction Effective Science Teachers' Experiences
ScholarSpace, Rod Library, University of Northern Iowa
Secondary science teachers have been leaving the field at an increasing rate in recent years. While much is known about science teacher attrition, less is known about science teacher persistence. The purpose of this study was to identify effective post-induction science teachers and analyze why they persist. This study was conducted using a mixed-methods approach including the Local Systemic Change Classroom Observation Protocol (LSC-COP) to generate a quantitative measure of science teaching effectiveness, along with using a phenomenological approach to investigate the experiences of effective science teachers who have stayed in the field.The median and mode of the LSC-COP capsule score were four and five respectively on a five-point scale indicating participants’ instruction was likely to enhance students’ understanding of science and their capacity to do science. Interviews with participants about their experiences yielded seven themes that pertain to effective science teachers' persistence: exemplary preservice/professional development programs, meaningful support, autonomy, student goals, engaging in deliberate practice, building relationships with students, and viewing teaching as a moral act. Our study argues that for teachers to persist, they must view teaching as more than a job and have the support and the freedom to engage in deliberate practice in order to continually improve.
