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Abstract Mathematics teacher leaders may play an integral role in supporting change to address inequities in STEM education. To harness this potential, there is a need to identify effective professional development models that empower and motivate mathematics teacher leaders. We examine one such model focused on developing 30 K‐12 mathematics teacher leaders to support and expand teacher leadership within Nebraska, USA. Data analysis from interviews and surveys suggest that the project's focus on building and expanding teacher leaders' professional networks and increasing access to a variety of leadership opportunities contributed to a culture that empowered and motivated teacher leaders. Using the four frames model of organizational change in STEM, we identify several cultural features that contributed to the project's impact, including a cohort model connecting like‐minded educators that supported each other's efforts to enact changes; a distributed leadership philosophy that positioned participants as leaders within the project and at the university in which the project was situated; structural supports (e.g., funding, awards) for participants to engage in leadership; and a tailored approach to support participants based on their individual goals and vision for leadership. These findings have theoretical and practical implications for developing and supporting mathematics teacher leadership.
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This content will become publicly available on April 16, 2026
Longitudinal Analysis of Network Resilience and Retention with Leadership Group in the First2 Network
This project presents a longitudinal analysis of leadership retention and network resilience within the First2 Network, a statewide STEM education initiative in West Virginia. Data between the years 2018 and 2023 was analyzed for this study. By integrating survival analysis and social network analysis, the study explores how individual network position and organizational affiliation influence continued engagement in leadership roles. Using Kaplan-Meier estimates and a time-varying Cox Proportional-Hazards model, the analysis captures both long-term retention probabilities and the dynamic impact of evolving centrality metrics. In parallel, structural comparisons of leadership networks from the beginning and end of the study period reveal key shifts in organizational participation and influence distribution. Over time, the network transitioned from a more distributed structure to one that is increasingly centralized and reliant on a few key individuals. The results suggest that a core group of leaders have been retained throughout the study period and that leadership transitions have altered the network’s structural integrity and collaborative diversity. Having leaders from a mix of different organizations and sharing leadership responsibilities is important for keeping the network strong and able to work together effectively.
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- Award ID(s):
- 1834569
- PAR ID:
- 10590900
- Publisher / Repository:
- West Virginia University, Eberly College of Arts and Sciences, School of Mathematical and Data Sciences
- Date Published:
- Edition / Version:
- 1
- Subject(s) / Keyword(s):
- institutional change
- Format(s):
- Medium: X Size: 1MB Other: pdf
- Size(s):
- 1MB
- Institution:
- West Virginia University
- Sponsoring Org:
- National Science Foundation
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