Using an explanatory sequential mixed methods design, this study aimed to contribute to an understanding of A) the availability of arts education programming in NYC during the 2022–2023 academic year at charter schools affiliated with Charter Management Organizations CMOs), and B) arts educators’ plans for retention and perceptions of professional satisfaction, network-level support, and school-level support. In this study, a CMO was defined as a non-profit operator that exists (as a business entity) separately from the charter schools it manages. Quantitative data was collected prior to qualitative data.
In Phase 1 (quantitative data collection), an electronic survey of arts educators in CMO-affiliated schools in New York City (NYC) was conducted to measure job satisfaction, attitudes and opinions of perceived levels of support from networks and schools, and needs for further support.
In Phase 2 (qualitative data collection), interviews were conducted with six arts educators to further explore the perceptions of support held by arts educators at schools associated with NYC-based CMOs.
Emerging from the qualitative results were the educators’ concepts of and needs for support across three categories: structural support, peer support, and support for teacher development (including both lesson planning and lesson delivery). The roles of network-level leadership and school-level leadership (as a team and as individuals) in providing support across these three categories while also preserving teacher autonomy created a complex web of influences on charter sector teacher satisfaction and retention within the field of arts education at schools affiliated with CMOs for the teachers in this study, which has implications for theory, practice, and policy alike.
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/qjgc-ds31 |
| Date | January 2024 |
| Creators | Brown-Aliffi, Katrina |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
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