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Lischka, A. E. ; Dyer, E. B. ; Jones, R. S. ; Lovett, J. N. ; Strayer, J. ; Drown, S. (Ed.)
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Ekmekci, A. ; Aqazade, M. ; Papakonstantinou, A. ; Orcan, B. ; Catanese, J. ; Callard, C. ; Cerosaletti, C. ; Daley, M. ; Rushton, G. ; Reid, J. ; et al ( , 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.more » « less