What is the overall quality of teacher support structures implemented in a TAP school setting as perceived by teachers?

Introduction

Teacher shortages are not a novel concept; rather, it is a concern that appears to be increasing in urgency. The reasons for a teacher leaving, whether it is transferring to a new school or district, or leaving the profession altogether, are multi-faceted and varied depending on the individual teacher. However, regardless of the specific reason there are similarities that contribute to a teacher’s decision to leave. Toropova et al. (2019) found teacher job satisfaction was a key component in a school’s overall turnover rate. Furthermore, the authors discovered the leading factors in determining overall satisfaction of a job were the amount and quality of professional development teachers received and the overall level of a teacher’s self-efficacy (Toropova et al., 2019). Finding the reason for teacher shortages is necessary, and once addressed can slow down or reverse turnover rates in schools. Districts can be proactive in meeting the needs of teachers before shortages occur by ensuring systems are in place to increase teacher retention. When school leaders address the emotional needs of teachers, taking care to acknowledge the psychological aspects of education, teacher burnout can be avoided (Ford et al., (2019). To remain in education, teachers need to feel supported by their administrators and district leaders. The structures put in place to provide this support, as well as the overall quality of support given, is crucial in creating an overall level of job satisfaction among teachers.

Theoretical Framework

Herzberg’s motivation theory divides overall levels of employee satisfaction into two groups, hygiene and motivators, and through the implementation of both categories, employee needs are met both internally and externally (Akdemir, 2020). According to Herzberg’s theory, hygiene factors such as salary, policies, and working conditions cause job dissatisfaction; however, they do not increase motivation nor are determining factors in an employee’s desire to perform to the best of their ability (Akdemir, 2020). While these factors are certainly important to the overall atmosphere of a work environment, and can play a key role in employee satisfaction, meeting only these needs will not increase the desire of an employee to grow as an individual. Conversely, motivator factors do just that. Two of Herzberg’s motivator factors that increase employee motivation and the drive to improve are the level of feedback an employee receives, and the opportunities for development offered (Akdemir, 2020). Feedback and development, when implemented in a meaningful way, create a desire in professionals to perform and seek growth to continually improve.

Statement of the Problem

Teacher shortages are an increasing problem, and addressing the factors causing the shortage is paramount to slowing down the loss. Strong support from leadership is one factor that can be implemented to increase teacher satisfaction. However, teacher support is varied, appearing in many different formats, and not all methods are quality. In providing support to teachers, administrators must be cognizant of the individual needs of each employee in order to provide them with the most effective support available (Ford et al., 2019). Generic professional development sessions that do not provide teachers with meaningful opportunities of growth will not be effective in providing support. Some districts embed professional development within the school day, as seen in the TAP System for Teacher and Student Advancement (TAP). A key structure of TAP is the weekly professional development meetings, referred to as cluster meetings, that provide teachers with direct support from master and lead teachers. Within a TAP school, another method of support is seen in a detailed post-conference that occurs after an observation. This post-conference, focusing on strengths (reinforcements) and weaknesses (refinements) are meant to help address opportunities for growth and improve a teacher’s instruction and methods (Sloat et al., 2018). Support structures should not be put into place simply for the sake of compliance. Rather, any support provided to teachers must be high quality and meaningful to each individual educator in order to effectively develop the professional growth of the teacher and in turn impact student achievement.

Research Questions

This project addressed the following research questions:

1. What is the overall quality of teacher support structures implemented in a TAP school setting as perceived by teachers?

2. Which type of support structure (post-conference meetings, walk-through observations, cluster, or reflection meetings) is the most effective as perceived by teachers and why?

3. As perceived by teachers, which type of support structure has had the greatest impact on their classroom and student achievement?