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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. 

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. 

This study investigated 37 third graders’ explanations of subtraction worked examples shown in number sentence or visual form (ten frame or number line) and their justifications for which visual and numerical worked examples corresponded to the same subtraction strategy. Results showed that third graders gave more detailed explanations in number sentence form than in visual form; whereas, they had higher accuracy in matching number sentences to visuals than vice versa. When matching, they were more likely to reason sufficiently when identifying processes represented in the worked examples as opposed to reasoning about the order of the numbers. When using worked examples, teachers should make use of visuals to help students focus on how the visuals represent the operations.