Retaining Motivated Teachers of Mathematics for Texas: Exploring the Experiences of NSF Noyce Scholar Alumni

ABSTRACT The National Science Foundation Robert Noyce Teacher Scholarship Program (Noyce) aids in the recruitment of undergraduate students completing a STEM degree with teacher certification. As little is known how Noyce has influenced current career experiences of their alumni, this study, guided by descriptive phenomenology and self‐determination theory (SDT), explored the lived experiences of five alumni Noyce scholars who were retained as mathematics educators via semi‐structured interviews. Phenomenological essences were reported for each participant, and data were categorized into SDT's motivational constructs. Alumni shared key factors to their retainment: (1) access to a support network; (2) recognition or mentorship from professors and peers; and (3) supporting mathematics learners in high needs areas influenced career choices. Within the SDT analysis, perceived competency and relatedness were factors that aided their resiliency in remaining a mathematics educator. Alumni also described teacher leadership opportunities that they would like to participate in with current Noyce scholars, implying Noyce programs could collaborate with former participants to support current scholars.