Mathematics teachers’ support and retention: using Maslow's hierarchy to understand teachers’ needs

Molly H. Fisher, David Royster

Research output: Contribution to journalArticlepeer-review

13 Scopus citations

Abstract

As part of a larger study, four mathematics teachers from diverse backgrounds and teaching situations report their ideas on teacher stress, mathematics teacher retention, and their feelings about the needs of mathematics teachers, as well as other information crucial to retaining quality teachers. The responses from the participants were used to develop a hierarchy of teachers’ needs that resembles Maslow's hierarchy, which can be used to better support teachers in various stages of their careers. The interviews revealed both non content-specific and content-specific needs within the hierarchy. The responses show that teachers found different schools foster different stress levels and that as teachers they used a number of resources for reducing stress. Other mathematics-specific ideas are also discussed such as the amount of content and pedagogy courses required for certification.

Original languageEnglish
Pages (from-to)993-1008
Number of pages16
JournalInternational Journal of Mathematical Education in Science and Technology
Volume47
Issue number7
DOIs
StatePublished - Oct 2 2016

Bibliographical note

Publisher Copyright:
© 2016 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

  • Maslow's hierarchy
  • Teacher retention
  • mathematics education
  • qualitative research

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education
  • Applied Mathematics

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