McConnell John R
Department of Educational Specialties, Austin Peay State University, P.O. Box 4545, Clarksville, TN 37044 USA.
Int J STEM Educ. 2017;4(1):7. doi: 10.1186/s40594-017-0061-8. Epub 2017 Apr 5.
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.
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.
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.
本研究考察了各种教师留任因素与数学和科学教师继续从事该职业意愿之间的关系。利用从2007 - 08年学校与教职工调查中收集的数据，对美国公立学校的6588名中学数学和科学教师样本进行了结构方程建模。
社会经济影响、学生逃学和教学年限均与教师自主权呈直接关系，而行政支持、教师自主权和薪资满意度均与这些教师继续从事该职业的意愿直接相关。在这些教师留任因素中，薪资满意度被发现具有最强的相关性。
通过了解哪些因素与数学和科学教师继续教学的意愿相关，教育政策制定者和从业者将获得切实的指导，以帮助他们做出决策，提高这些教师在公立中学的留任率，而STEM领域对这些教师非常依赖。
