Shelly Wilfong, Ph.D.

Foundational Elements Mattering for K-12 Teachers

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Wilfong, R. (2021). The mattering model: The foundational elements of mattering for K-12 educators. Available from Dissertations & Theses @ Indiana State University; ProQuest Dissertations & Theses A&I. (2537966312). Retrieved from https://ezproxy.indstate.edu/login?url=https://www-proquest-com.ezproxy.indstate.edu/dissertations-theses/mattering-model-foundational-elements-k-12/docview/2537966312/se-2?accountid=11592

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Mattering is the feeling that one’s actions are significant, and that one would be missed if one were gone (Rosenberg & McCullough, 1981). So far, little research has addressed the teacher’s sense of mattering in the K-12 setting. This study examined the possible foundational elements or building blocks of mattering for K-12 teachers by using exploratory factor analysis. A thorough review of the literature identified the possible elements of mattering for K-12 educators; based on that, an initial theoretical construct was designed. A survey instrument consisting of 102 items was created, and it was taken by 1,110 participants from diverse backgrounds and school demographics.

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The analysis revealed eight factors as the foundation of mattering for K-12 teachers: community, authenticity, flow, compensation, purpose, assimilation, job crafting, and job stability. The eight factors were categorized into three thematic units: Interpersonal (community, authenticity, and flow), Intrapersonal (purpose and assimilation), and External (compensation, job stability, and job crafting).