Factors Shaping the Agency of Beginning Science Teachers Working in High-Poverty Schools

ABSTRACT

The national shortage of science teachers and the substantial teacher turnover rate in high-poverty schools are outcomes of multiple issues. Using a framework built on 2 constructs—teacher agency (typically examined in experienced rather than beginning teachers) and professional identity—we investigate how agency and identity interact and might be used to explain teachers’ perceptions of and responses tao challenges. We present a case study of 3 secondary science teachers committed to teaching in high-needs contexts and show that in spite of challenges they faced regularly, these individuals worked to achieve the goals associated with their primary values. On the basis of our analysis, we propose that teacher agency establishes the foundation for the retention of teachers in the profession, especially those whose careers are in particularly challenging contexts.

KEYWORDS:

• high-needs schools
• professional identity
• teacher agency
• teaching contexts

Additional information

Funding

This work was supported by Grant No. DUE 1340048 from the National Science Foundation as well as funding from the College of Education, Department of Teacher Education, Michigan State University. The views expressed here are our own and do not reflect those of the funding agencies.