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Internationally and in the United States, teachers are leaving the profession in an expedited rate resulting in a teacher shortage. This systematic literature review synthesizes empirical literature to identify current characteristics or factors related to stress, job satisfaction and burnout for secondary general education teachers. Four themes are developed from examination: stress factors, job satisfaction, teacher burnout, and teachers’ intent to remain in the profession. Within the identified themes, four subthemes are also developed: administration effect or relationship on teacher burnout, policy on teachers, new teachers vs, veteran teachers, and leavers and stayers. The factors presented from this review could support future research in developing new approaches to prevent teacher turnover and promote instead teacher retention in schools. 

Accountability measures have quickly entered into formal teacher-preparation programs. As a response, we introduce the use of structural equation modeling vis-à-vis path analysis in secondary-grade mathematics teacher preparation as a methodology to test models to understand the strength of relationships to recommendations of prominent professional organizations and standards for entering the teaching profession. This longitudinal, 6-year, five-cohort study examines the relationship of program design sequencing and core components (internal measures) to an externally scored high-stakes teacher licensing examination portfolio intended to measure pedagogical content knowledge and first-year teacher readiness. The internal measures and program sequencing model explains 49.2% of the variance in relation to the standardized outcome teaching portfolio examination with high-power and medium- to large-effect statistics. We provide implications for teacher preparation with respect to recommendations of professional organizations, governments, and accreditation standards. Results should stimulate discussions and fuel future research efforts. 

This study fills a gap with TPACK instrumentation by validating a survey instrument for use specifically with secondary mathematics in-service teachers in the United States using an instrument originally developed in Australia (Handal et al., 2012). A comparable national sample was surveyed in the U.S. to the original Australian instrumentation study. Findings revealed the factor structure of the Australian TPACK instrument differed when used in the U.S. and presents a new validated instrument (TPACK-M-US) for use with secondary mathematics in-service teachers in the U.S. We provide three sources of validity evidence (e.g. Instrument or Test Content, Internal Structure, Response Processes). Appropriate uses and interpretations are discussed in addition to the importance of validation research for educational settings. 

Proof and argumentation are essential components of learning mathematics, and technology can mediate students’ abilities to learn. This systematic literature review synthesizes empirical literature which examines technology as a support for proof and argumentation across all content domains. The themes of this review are revealed through analyzing articles related to Geometry and mathematical content domains different from Geometry. Within the Geometry literature, five subthemes are discussed: (1) empirical and theoretical interplay in dynamic geometry environments (DGEs), (2) justifying constructions using DGEs, (3) comparing technological and non-technological environments, (4) student processing in a DGE, and (5) intelligent tutor systems. Within the articles related to content different from Geometry, two subthemes are discussed: technological supports for number systems/algebra and technological supports for calculus/real analysis. The technological supports for proof revealed in this review could aid future research and practice in developing new strategies to mediate students’ understandings of proof.