Elementary School Teacher’s Challenges and Barriers to Organizational Change and STEM Implementation: Factors Impacting Teacher Leadership
Location
Session 1 Presentations - STEM Education
Proposal Track
Research Project
Session Format
Presentation
Abstract
The purpose of this qualitative case study will be to examine barriers and challenges as it relates to the implementation of organizational change as perceived by elementary educators in an urban school in a Metropolitan city. This study will look to include teachers and teacher leaders over a six-week period in an elementary school in a large Urban Metropolitan School District. Hopefully, as a result of this study there will be some dialogue generated in reference to STEM Instructional practices and integration and how it can increase change implementation or become improved as a result of this research. The context of this study is in a large Metropolitan charter school district. This school has been designated as a school that is actively seeking the STEM School designation as are all of the schools in the cluster where this school resides. The reason this is important is that the teachers are the implementers of the change and how they see or perceive the change in instructional programming is incumbent upon the success of the outcome of the programming change.
Keywords
STEM, instructional programming, change, barriers
Professional Bio
Dr. Shelante' Patton is currently an assistant principal in an urban school district. She is originally from Miami, Florida but currently resides in Atlanta, Ga. Dr. Patton’s alma maters include Kennesaw State University, Lincoln Memorial University, and Nova Southeastern University. She aspires to continue to grow professionally in leadership. An additional goal of Dr. Patton’s is to be a Dean of a Pre-Service Teacher College Department to effect change on the future educators of America. For relaxation, Dr. Patton spends time with her children and grandson.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Patton, Shelante, "Elementary School Teacher’s Challenges and Barriers to Organizational Change and STEM Implementation: Factors Impacting Teacher Leadership" (2021). Georgia Educational Research Association Conference. 12.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/12
Elementary School Teacher’s Challenges and Barriers to Organizational Change and STEM Implementation: Factors Impacting Teacher Leadership
Session 1 Presentations - STEM Education
The purpose of this qualitative case study will be to examine barriers and challenges as it relates to the implementation of organizational change as perceived by elementary educators in an urban school in a Metropolitan city. This study will look to include teachers and teacher leaders over a six-week period in an elementary school in a large Urban Metropolitan School District. Hopefully, as a result of this study there will be some dialogue generated in reference to STEM Instructional practices and integration and how it can increase change implementation or become improved as a result of this research. The context of this study is in a large Metropolitan charter school district. This school has been designated as a school that is actively seeking the STEM School designation as are all of the schools in the cluster where this school resides. The reason this is important is that the teachers are the implementers of the change and how they see or perceive the change in instructional programming is incumbent upon the success of the outcome of the programming change.
