University of Mississippi eGrove Honors College (Sally McDonnell Barksdale Honors Theses Honors College) Spring 5-9-2020 Educator Voice and Influence in Mississippi ducationE Policy Sarah Jamie Sproles University of Mississippi Follow this and additional works at: https://egrove.olemiss.edu/hon_thesis Part of the Education Policy Commons, and the Other Education Commons Recommended Citation Sproles, Sarah Jamie, "Educator Voice and Influence in Mississippi ducationE Policy" (2020). Honors Theses. 1410. https://egrove.olemiss.edu/hon_thesis/1410 This Undergraduate Thesis is brought to you for free and open access by the Honors College (Sally McDonnell Barksdale Honors College) at eGrove. It has been accepted for inclusion in Honors Theses by an authorized administrator of eGrove. For more information, please contact [email protected]. EDUCATOR VOICE AND INFLUENCE IN MISSISSIPPI EDUCATION POLICY by Sarah James Sproles A thesis submitted to the faculty of The University of Mississippi in partial fulfillment of the requirements of the Sally McDonnell Barksdale Honors College. Oxford May 2020 Approved by ___________________________________ Advisor: Professor Melissa Bass ___________________________________ Reader: Professor Susan McClelland ___________________________________ Reader: Professor Conor Dowling © 2020 Sarah James Sproles ALL RIGHTS RESERVED ⅱ ABSTRACT Sarah James Sproles: Educator Voice and Influence in Mississippi Education Policy ​ (Under the direction of Dr. Melissa Bass) This thesis attempts to discover if there are barriers educators and government actors feel are in place that prevent educator advocacy and influence in the state of Mississippi, and consequently what importance their voices hold in the policymaking and implementation processes. The research questions that are addressed in this thesis include: a) Is there an absence of educators affecting policies and if so, why? b) What are the perceptions of educators’ advocacy and engagement in laws passed regarding education? c) What, if any, barriers prevent educators’ voices from influencing laws? Qualitative data from educators and those in the government sector is gathered through interviews and analyzed to uncover common themes regarding educator voice and advocacy. The research found several shared beliefs between interviewees, which offers solutions, discourse, and recommendations for addressing this perceived issue in Mississippi. ⅲ TABLE OF CONTENTS Chapter One: Introduction……...……………………………………………………….01 Chapter Two: Background and Literature Review……………………………………...05 Chapter Three: Methodology…………………………………………………………...17 Chapter Four: Results…………………………………………………………………...23 Chapter Five: Discussion and Policy Recommendations……………………………….48 Chapter Six: Conclusion………………………………………………………………...58 References……………………………………………………………………………….61 ⅳ Chapter One: Introduction Growing up in rural Mississippi and attending a subpar public school, my passion for changes in education started at an early age. I was raised by two educators and felt a calling to become a teacher when I was in elementary school. Because of this calling, I am currently seeking a dual degree at the University of Mississippi in both Secondary English Education and Public Policy Leadership. Hearing for years educators in my own home and in my classrooms complain about the systems controlling our education, witnessing an absence of educators in the Mississippi Legislature, and seeing a lack of communication from those in positions of power to the educators in classrooms are a few of the factors that have brought me to this research. The purpose of this research is to discover if there are barriers educators and government actors, whether policymakers or other state employees, feel are in place that prevents educator advocacy and influence in the state of Mississippi, and consequently, what importance their voices hold in the policymaking and implementation processes. Since education is the foundation of society and our state is currently plagued with a lack of quality education, the time has come for educators’ voices and experiences to be encouraged and valued when working through education policy reform in Mississippi. We should care about identifying any barriers preventing educator influence so our state can better support dialogue and teacher advocacy efforts. By conducting a series of interviews, the voices of the professionals who experience our classrooms firsthand and 1 work under the state’s policies can potentially lead to substantial policy reform for Mississippi. This research addresses a broad, nationwide problem that may be preventing legitimate policy solutions from being presented. These findings could result in a broader acknowledgment of the advocates and policy agents we have in our very own classrooms. Research Questions My overall questions: I. Is there an absence of educators affecting policies and if so, why? II. What are the perceptions of educators’ advocacy and engagement in laws passed regarding education? III. What, if any, barriers prevent educators’ voices from influencing laws? These questions lead to a few hypotheses regarding the potential answers. The first hypothesis is that both educators and those working in the government sector will agree that there is an absence of educators affecting Mississippi policy reform. Two hypotheses stemming from this one address why there is an absence. Maybe their absence is rooted in educators’ feelings of the Legislature imposing the silencing. This hypothesis is a potential answer for why educators are not providing input to the Mississippi Legislature and it is rooted in some of the readings I explore, presented in the literature review portion of this thesis. They may feel their voice is illegitimate or not welcomed in these policy conversations. Another hypothesis regarding the questions of “why” is that educators may not feel they have the tools or knowledge to be their own advocates for 2 policy reform. When asking what can be done to remedy this issue, I hypothesize that individuals address the current barriers in place, such as the PERS account barrier mentioned earlier, and potentially further education on the call for educators to voice their perceptions. The second research question leads to another hypothesis, which is that legislators do not hear from educators, or hear valid and reasonable solutions rather than just complaints, enough to immediately turn to them for advice when faced with a policy concern. I also think there may be a gap in communication due to an absence of avenues for educators to give their input beyond the walls of their schools. Ideally, I would hypothesize a discovery of respect for educators but a lack of initiative when it comes to hearing their input on policy decisions. When it comes to teachers, I hypothesize that they will feel like their voices are not valued so they do not put forth the effort to advocate for any change. When asking what barriers are in place, I hypothesize that individuals can address a few current barriers. I also predict that educators I interview will not be able to identify any barriers, which is based on interacting with politically disengaged teachers for the majority of my life. With the absence of teacher unions in Mississippi, I hypothesize that both educators and those in the government sector will acknowledge that as a current barrier and that educators would like that opportunity to be a part of a teacher union. At the start of this thesis, I am unaware as to why there is an absence of voice and I am earnestly seeking to start this conversation and get some answers to hopefully improve the status of educators’ voices in policy as I personally enter the workforce as an 3 educator. The next chapter will provide some background on Mississippi education and review literature that addresses topics surrounding educator voice, advocacy, and influence on education policy. 4 Chapter Two: Background and Literature Review To provide context for my research, this chapter will walk through some background information regarding Mississippi education and the teacher workforce we have. Also, a literature review of relevant academic discourse will be explored to discover what research has been conducted on the topic of teacher voice and influence on education policy. Background When talking about education in the state of Mississippi, the public shares some common conceptions and misconceptions. To understand the climate of teacher voice and influence in schools and policy decisions in Mississippi it is important to understand some of the background information on Mississippi’s teaching profession and the current state it is in. Mississippi’s current public school teacher workforce is made up of 31,924 people (NCES, 2019). These K-12 teachers’ average annual salary is $43,107, which is the lowest average salary in the nation and $17,000 below the national average of $60,483 (NCES, 2018). According to a study by the National Center for Education Statistics, of the public school teachers during the 2011-2012 school year, (3,377,900 teachers total), 84 percent remained at the same school, 8 percent moved to a different school, and 8 percent left the profession entirely (Goldring, Taie, Riddles, & Westat, 2014). Out of those who left the 5 profession, “51 percent reported that the manageability of their workload was better in their current position than in teaching” and “53 percent of public school leavers reported that their general work conditions were better in