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1. The associations of social and motivational factors to science and mathematics teacher retention.

   https://doi.org/https://learntechlib.org/pv/220830/  

   Ekmekci, A; Aqazade, M; Papakonstantinou, A; Orcan, B; Catanese, J; Callard, C; Cerosaletti, C; Daley, M; Rushton, G; Reid, J; et al (January 2022, Proceedings of 2022 Society for Information Technology & Teacher Education International Conference)

   Langran, E (Ed.)

   Teacher turnover in science and mathematics is a significant and consistent challenge for K-12 education in the U.S. This paper provides: (a) an investigation of the relationship between teacher retention and several social and motivational factors; and (b) a comparison of Master Teaching Fellows (MTF) and non-MTF teachers in terms of their retention and social and motivational factors. Teachers are classified into three retention categories: (a) stayers, (b) shifters, and (c) leavers. Social and motivational factors included teaching self-efficacy, diversity dispositions, leadership skills, principal autonomy support, teacher-school fit (adapted from person-organization fit literature), and social networks related to teaching and education. Study 1 included about 250 science and math teachers from the gulf coast region of Texas. Study 2 included 167 science and math teachers across the country. Teachers completed a survey in the summer and fall of 2021. For study 1, multinomial logistics regression analyses indicate: (a) leavers have significantly higher levels of self-efficacy; and (b) shifters have significantly higher levels of leadership skills and lower levels of teacher-school fit. The second study findings indicate: (a) MTFs’ teacher leadership network and teaching self-efficacy are significantly greater than that of non-MTFs’; and (b) MTFs significantly tend to shift to a leadership position than non-MTFs do. 

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2. The associations of social and motivational factors to science and mathematics teacher retention

   Ekmekci, A.; Aqazade, M.; Papakonstantinou, A.; Orcan, B.; Catanese, J.; Callard, C.; Cerosaletti, C.; Daley, M.; Rushton, G.; Reid, J.; et al (January 2022, Proceedings of the 2022 Society for Information Technology & Teacher Education International Conference)

   Teacher turnover i science and mathematics is a significant and consistent challenge for K-12 education in the U.S. This paper provides: (a) an investigation of the relationship between teacher retention and several social and motivational factors; and (b) a comparison of Master Teaching Fellows (MTF) and non-MTF teachers in terms of their retention and social and motivational factors. Teachers are classified into three retention categories: (a) stayers, (b) shifters, and (c) leavers. Social and motivational factors included teaching self-efficacy, diversity dispositions, leadership skills, principal autonomy support, teachers-school fit (adapted from person-organization fit literature), and social networks related to teaching and education. Study 1 included about 250 science and math teachers from the gulf coast region of Texas. Study 2 included 167 science and math teachers across the country. Teachers completed a survey in the summer and fall of 2021. For study 1, multinomial logistics regression analyses indicate: (a) leavers have significantly higher levels of self-efficacy; and (b) shifters have significantly higher levels of leadership skills and lower levels of teacher-school fit. The second study findings indicate: (a) MTFs' teacher leadership network and teaching self-efficacy are significantly greater than that of non-MTFs'; and (b) MTFs significantly tend to shift to a leadership position than non-MTFs do. 

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3. Using human, social, structural, and positive psychological capital to explore science and mathematics teacher retention

   https://doi.org/10.1186/s40594-024-00523-1  

   Ekmekci, Adem; Aqazade, Mahtob; McGraw, Rebecca; Rushton, Gregory; Gibson, David_J; Cerosaletti, Cathleen; Daley, Michael; Kucuk, Burak (February 2025, International Journal of STEM Education)

   Abstract BackgroundTeacher turnover is a dire and chronic problem for many education systems across the globe. According to UNESCO, 70% of teachers will be replaced by 2030. This study investigates the relationship between the retention of science and mathematics teachers and factors related to human, social, structural, and positive psychological capital—a four-capital teacher retention model. More specifically, this study explores how teaching self-efficacy, leadership engagement, teacher-school fit, diversity beliefs, community connections, and professional social network characteristics (e.g., size, bridging, proximity, reach) relate to teacher retention. Additionally, potential differences in retention and the aforementioned factors related to the four-capital model between Master Teaching Fellows (MTFs) and their peers (non-MTFs) with similar human capital (demographics and experience) are explored in this study. Participants were K-12 science and mathematics teachers (85 MTFs and 82 non-MTFs) from six different regions across the U.S. MTFs participated in one of seven long-term (5–6 years) Robert Noyce Master Teaching Fellowship Programs funded by the National Science Foundation. ResultsLeadership engagement was positively associated with shifting (from teaching to a formal leadership position). Teacher-school fit was negatively associated with leaving. For secondary teachers, teaching self-efficacy was positively associated with shifting to a leadership position. Leadership network size, bridging, and geographic proximity variables were positively related to shifting when compared to staying as classroom teachers. Teaching network bridging and leadership network bridging were positively related to leavers when compared to stayers. MTF shifters were likely to shift earlier in their careers than non-MTFs. Lastly, MTFs had higher self-efficacy, geographically larger teaching networks and leadership networks, and more contacts and bridging roles in their leadership networks than non-MTFs. ConclusionFindings provide support for teacher leadership programs in promoting leadership roles and responsibilities for STEM teachers and retaining teachers in STEM education either in the classroom or in administrative roles. These findings suggest that school administrators may also play a key role in encouraging teachers to engage in leadership activities and have a broader impact on public education by, for example, adopting a hybrid model of leadership roles that involves classroom teaching. 

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4. Challenges and supports for secondary science and mathematics teacher retention

   https://doi.org/10.1111/ssm.12647  

   Lotter, Christine; Crooks‐Monastra, Jennifer; Irdam, Greysi; Yow, Jan_A (February 2024, School Science and Mathematics)

   Abstract More research related to effective ways to support and retain teachers in the teaching profession is necessary as the need for science and mathematics teachers continues to grow. Understanding how teachers perceive challenges and experience support early in their career can contribute to building environments which foster teacher retention. This mixed‐method study explored the influences on the self‐efficacy and career satisfaction of a group of 21 early‐career (2–6 years of classroom experience) secondary science and mathematics teachers who participated in a traditional university preparation program and scholarship program to prepare them for teaching in high‐need school districts. Using data from an efficacy survey and semistructured interviews, this study measured changes in teacher efficacy and described teacher leadership experiences, perceived teaching challenges, and valued supports. Results found no change in teachers' self‐efficacy scores although mean outcome expectancy scores decreased. Teachers' identification as a teacher leader was correlated with science or mathematics teaching self‐efficacy. Qualitative coding of the interviews revealed ways in which assessments, workload, school structures and polices, administration, students, and teacher community either contributed to teachers reported difficulties or supported them as early‐career teachers. The discussion offers suggestions for ways to increase secondary science and mathematics teachers' job satisfaction. 

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5. Self‐efficacy, agency, and values as predictors of STEM teacher leader identity in urban‐like learning environments

   https://doi.org/10.1111/ssm.18347  

   Leonard, Justin; Blondonville‐Ford, Damaries; Grubb, Derrick; Cheng, Diana; Wang, Xiaoyin (February 2025, School Science and Mathematics)

   Abstract Teacher leaders influence their peers by introducing innovative instructional methods and enhancing teaching quality. They have proven invaluable to school principals as they prioritize comprehensive teacher development, bolster teacher effectiveness, and promote teacher retention. Despite their importance, little to no research—prior to the present study—has shed light on the development of teacher leaders and the evolution of their leadership identity. While science, technology, engineering, and mathematics (STEM) teacher leaders offer a potential remedy for attrition in public schools, a substantial gap exists in understanding how a STEM teacher's self‐efficacy, values, and agency contribute to their transformation into effective STEM teacher leaders, especially in urban‐like learning environments. The present study focuses on STEM teacher leadership identity development and the challenges encountered. It ascertains the interplay between urban‐like learning environments, self‐efficacy, agency, the teacher leader's role within the school, and values in forecasting STEM teacher leadership identity. This research involved 100 in‐service PreK‐12 public school STEM teacher leaders. It yielded significant, positive, and meaningful relations between urban‐like learning environments, self‐efficacy/agency, teacher leader role, values, and STEM teacher leadership identity. These findings can enhance various facets of PreK‐12 STEM education, including educational programming, teacher training, and cultivating STEM teacher leadership. 

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