WHAT EDUCATIONAL LEADERS NEED TO KNOW ABOUT EARLY-CAREER MATHEMATICS TEACHERS

In response to a national crisis to retain middle and high school teachers in Science, Technology, Engineering and Mathematics (STEM) classrooms, a study was conducted to define factors that affect job satisfaction among early-career mathematics teachers, including perceived support by school administrators. Survey data gathered from 141 early-career mathematics teachers across the United States revealed the degree that administrative and peer support affected teachers’ perceptions of their enthusiasm for teaching mathematics. Results from the study are being used to design targeted professional development involving early-career mathematics teachers with their principals with the overarching goal being to increase retention for these teachers in middle and high schools. Connections are made to promote professional development aimed at developing instructional leadership skills among school leaders.