| Although the value of teacher research to both the teachers and to the education community has been extensively reported in recent literature, it is only practiced by small pockets of teachers across the country. Viewing the problem through a social organizational lens suggests that involvement in teacher research may be associated with the social interactions and organizational structures in place in schools. An online survey was used to collect data from 81 teacher researchers regarding six social organizational factors in their schools, including school culture, colleague value for, response to and support for teacher research, and the time and materials available for research activities. Teachers in schools with cultures that they perceived to be supportive of teacher research tended to have greater involvement in that research. Teachers also reported greater involvement when they felt that their colleagues responded positively to their research work. Membership in teacher research groups, both inside and outside of the school environment, was also related to teachers' involvement in teacher research activities. School environment, especially the support perceived by teachers, impacts teachers' engagement in classroom research. |
