A model for understanding teachers’ intentions to remain in STEM education

BACKGROUND: This study examined the relationships of various teacher retention factors with the intentions of math and science teachers to remain in the profession. With data collected from the 2007–08 Schools and Staffing Survey, a sample of 6588 secondary math and science teachers across public schools in the USA was used for structural equation modeling. RESULTS: Socioeconomic impact, student truancy, and years of experience all showed direct relationships with teacher autonomy, while administrative support, teacher autonomy, and satisfaction with salary were all directly related to these teachers’ intentions to remain in the profession. Of these teacher retention factors, satisfaction with salary was found to have the strongest relationship. CONCLUSIONS: By understanding what factors are associated with the intentions of math and science teachers to continue teaching, educational policymakers and practitioners will have practical guidance in helping them make decisions to improve the retention of these teachers in secondary public schools, on whom the fields in STEM are so dependent.