“I Want to Contribute, but…”: Exploring the Perceived Valuing of Doctoral Qualifications Held by Teachers in Schools

Figures & data

Table 1. Extension to teachers’ funds of knowledge.

FoK	Meaning
Family-based	Knowledge gained from personal and family experiences
Centre-Based	Knowledge gained from teaching experience
Community-based	Knowledge gained through teacher education programs and professional learning opportunities
Research-based	Knowledge gained from research higher degrees

(Adapted from Hedges, 2012, p. 4).

Figure 1. Visual model for mixed-methods sequential explanatory design procedures, adapted from Ivankova et al. (2006).

Table 2. Phase 1 participant demographics national online survey.

Participant #	School context	Role in school	Age on completion of doctoral study	Number of years in this setting
1	Early years	Assistant educator	31–35	2
2	Primary	Classroom teacher	46–50	22
3	Primary	Principal/Deputy	26–30	0.5
4	Secondary	Classroom teacher	36–40	18
5	Secondary	Curriculum lead	46–50	5
6	Secondary	Curriculum lead	36–40	16

Table 3. Phase 2 semi-structured interview participant demographics.

Pseudonym	School context	School sector	Role
Alex	Secondary	Catholic	Classroom teacher
Jo	Primary	State	Classroom teacher
Lon	Secondary	Independent	Curriculum lead
Taylor	Secondary	Catholic	Curriculum lead

Hedges, H. (2012). Teachers’ funds of knowledge: A challenge to evidence-based practice. Teachers and Teaching, 18(1), 7–24. https://doi.org/10.1080/13540602.2011.622548

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Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3–20. https://doi.org/10.1177/1525822X05282260

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