What 106 Los Angeles teachers think and believe

Robyn Hightower developed and conducted a teacher survey for the teachers in 8 of our partner schools (N= 106). Here are some of the interesting correlations that we observed in the data. You can access the survey here.

Effect of age

• The older the teacher, the more they believe that “No matter a student’s home environment, a teacher can help a child succeed in school” r(107)=.240, p=.012.
• Not statistically correlated. The older the teacher, the more likely they will agree that “My school provides resources to those who are willing go through the difficult approval process” r(100)=-1.81, p=.72.

Awareness of Iridescent

• Awareness of Iridescent is positively correlated with interactive activities in the classroom. R(108)= -.20, p=.038. The more hands-on or social activities that teachers incorporate into their classroom, the more likely they are aware of Iridescent.
• Awareness is also negative correlated with “My school does not encourage teachers’ continued education” r(113)=-.269, p=.004. The more a teacher believes that their school does not support continued teacher education, the less aware the teacher is of Iridescent. In other words, when the teachers believe the school doesn’t encourage their education, the less aware of outside resources they are.

Interest in Iridescent
“I think that I’m a better teacher than other teachers at my school” almost statistical significantly correlated with interest in Iridescent. R(100) = .195, p= .052. Thus, the more interested a teacher is in Iridescent, the more likely the think that they are a better teacher than other teachers at their school.

Participation in after school activities

• Participation in after school activities is positively correlated with starting extracurricular groups. R (115) = .601, p=.000. Significant at .01 level.
• Participation in after school activities is negatively correlated with “There are teachers at my school who are more involved in extra-curricular activities than me.” R(116)= -.363, p=.000. Significant at .01 level. This makes intuitive sense as teachers who are highly involved in extracurriculars would rightly believe that few teachers are more involved in activities than they are.
• Start after-school groups is also negatively correlated with “There are teachers at my school who are more involved in extra-curricular activities than me.” R(115)= -.332, p=.000.