Graduate Theses and Dissertations (2019 - present)

Date of Award

5-2026

Document Type

Dissertation

Department

Instructional Design and Development

Committee Chair

Sohee Kim, Ph.D.

Abstract

The persistent shortage of qualified secondary mathematics and science teachers in rural schools has prompted states to adopt incentive-based policies aimed at improving teacher recruitment and retention. In Alabama, the Teacher Excellence and Accountability for Mathematics and Science (TEAMS) Act was enacted in 2021 to address these shortages through substantial salary supplements tied to professional development requirements and the relinquishment of tenure protections. While early reports indicate that the TEAMS program has increased the number of credentialed STEM teachers in classrooms, less is known about how participation in the program influences teachers' instructional practices, motivation for professional development, collaboration, and overall job satisfaction, particularly in rural contexts. This explanatory sequential mixed-methods study examined the perceptions of the TEAMS Act on secondary mathematics teachers in rural school districts in southwest Alabama. Grounded in Self-Determination Theory, Herzberg's Two-Factor Theory, and Expectancy Theory, the study explored how financial incentives, professional development requirements, and changes in job security interact to shape teachers' professional behaviors and experiences. Quantitative data were collected through a survey of 53 secondary mathematics teachers, comparing TEAMS and non-TEAMS participants across measures of instructional practices, motivation for professional development, collaboration, and job satisfaction. Given the relatively small sample size, the quantitative analyses were conducted for exploratory purposes. Qualitative data were gathered through open-ended survey responses and semi-structured interviews with 11 TEAMS teachers to provide deeper insight into teachers' perceptions and lived experiences. Quantitative results revealed no significant differences between TEAMS and non-TEAMS teachers across instructional practices, motivation for professional development, collaboration, or job satisfaction. However, subgroup analyses indicated context-dependent patterns in which TEAMS teachers reported higher job satisfaction in certain settings. Qualitative findings revealed that while salary incentives improved financial stability and professional recognition, teachers' experiences were shaped more strongly by working conditions, leadership support, professional development relevance, collaboration opportunities, and concerns about the loss of tenure protections. The qualitative findings helped explain why the quantitative results showed limited measurable differences between groups. Overall, the findings suggest that while financial incentives can support recruitment and reduce financial dissatisfaction, they do not independently transform instructional practices or professional engagement. Effective teacher retention and instructional improvement require policies that integrate compensation incentives with supportive leadership, high-quality professional development, collaborative professional cultures, and stable working conditions, particularly within rural school contexts.

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