Share Paper: The Associations of Social and Motivational Factors to Science and Mathematics Teacher Retention

  1. Adem Ekmekci, Rice University, United States
  2. Mahtob Aqazade, Rice University, United States
  3. Anne Papakonstantinou, Rice University, United States
  4. Betul Orcan, Rice University, United States
  5. Jamie Catanese, Rice University, United States
  6. Cynthia Callard, University of Rochester, United States
  7. Cathleen Cerosaletti, University of Rochester, United States
  8. Michael Daley, University of Rochester, United States
  9. Greg Rushton, Middle Tennessee State University, United States
  10. Joshua Reid, Middle Tennessee State University, United States
  11. David Gibson, Southern Illinois University Carbondale, United States
  12. Karen Renzaglia, Southern Illinois University Carbondale, United States
  13. Rebecca McGraw, University of Arizona, United States
  14. Peter Sheppard, University of Louisiana at Lafayette, United States
  15. Michelle Head, Kennesaw State university, United States
  16. Guershon Harel, University of California San Diego, United States
  17. Osvaldo Soto, University of California San Diego, United States

Abstract: 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 ...