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A Study of Highly Qualified Science Teachers' Career Trajectory in the Deep, Rural South: Examining a Link Between Deprofessionalization and Teacher Dissatisfaction
Author(s) -
Hodges Georgia W.,
Tippins Deborah,
Oliver J. Steve
Publication year - 2013
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/ssm.12026
Subject(s) - attrition , career pathways , demographics , mathematics education , science education , politics , science learning , psychology , focus (optics) , teacher induction , pedagogy , sociology , medical education , professional development , political science , medicine , physics , demography , dentistry , optics , law
Science teacher retention, attrition, and migration continue to perplex educational scholars, political entities, as well as the general public. This study utilized an interpretive methodological design to generate assertions regarding career choice made by highly qualified science teachers in the deep, rural South through analysis of documents, interviews, focus groups, and observation. Generally considered “difficult to staff” because of location, socioeconomics, and demographics, W ilson C ounty H igh S chool is an exemplar in science teacher retention and student achievement. Findings presented include how the science department at W ilson C ounty improved student learning outcomes as well as the reasons why two of the highly qualified science teachers at this school were considering leaving the profession they love.