Investigating School Climate and School Leadership Factors that Impact Secondary STEM Teacher Retention

Suárez, Mario Itzel; Wright, Katherine Landau

doi:10.1007/s41979-019-00012-z

Cited by 11 publications

(10 citation statements)

References 31 publications

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“…In addition, another study showed that teachers who feel they have control over their teaching environment are less likely to leave (Justice, 2018). These findings suggest that improving institutional climate can be an important strategy for retaining quality teachers (Suárez & Wright, 2019;Miller, et al, 2020).…”

Section: Link Between Institutional Climate and Teachers' Retentionmentioning

confidence: 86%

“…Based on the findings of the research, it can be inferred that improving the institutional climate could help to retain quality teachers (Young, 2018;Suárez & Wright, 2019). Therefore, we develop hypothesis 1 of the study which claims that:…”

Section: Link Between Institutional Climate and Teachers' Retentionmentioning

confidence: 96%

“…Researchers have found that teachers who perceive their institution as supportive and collegial are more likely to remain in the profession will help enhance their self-belief and motivation to pay for the services (Suárez & Wright, 2019). In addition, another study showed that teachers who feel they have control over their teaching environment are less likely to leave (Justice, 2018).…”

Section: Link Between Institutional Climate and Teachers' Retentionmentioning

confidence: 99%

“…However, more research is needed to fully understand the relationship between institutional climate and teachers' retention (Miller, et al, 2020). It would also be helpful to explore how other factors such as salary and workload contribute to this relationship (Suárez & Wright, 2019;Miller, et al, 2020).…”

Section: Link Between Institutional Climate and Teachers' Retentionmentioning

confidence: 99%

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Institutional Climate and Its Impact on Teachers’ Retention: Mediated by Transformational Leadership: A Comprehensive Study of Public Sector Educational Institutions of Pakistan

Lashari

Phulpoto

2022

RMS

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Purpose: The purpose of this study is to investigate the impact of institutional climate on teachers’ retention mediated by transformational leadership. Methodology: A total of 230 participants were randomly selected from public sector educational institutions in Pakistan using a random sampling technique. The study used a quantitative research methodology. Institutional climate has been composed of four sub-variables including recognition of efforts, workplace incivility, career development, and reward management. The data was analyzed using statistical software (SPSS) Findings: The results of the study indicated that there was a significant relationship between institutional climate and teachers’ retention. The findings of the study showed that transformational leadership had a significant impact on teachers’ retention. There has also been identified that there is an existence of mediation in the model which indicates that transformational leadership mediates the relationship between institutional climate and teachers’ retention at public sector universities in Pakistan. Conclusion: The study concludes and recommends that the government should take steps to improve the institutional climate to retain talented teachers. Practical Implications: Teachers' retention is a concern for educational institutions. The findings of this study suggest that leaders who create a supportive and stimulating environment for their employees are more likely to retain them. Leaders can use this information to cultivate a culture of innovation and creativity in their institutions, which in turn, would help to improve teacher retention.

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Section: Link Between Institutional Climate and Teachers' Retentionmentioning

confidence: 86%

Section: Link Between Institutional Climate and Teachers' Retentionmentioning

confidence: 96%

Section: Link Between Institutional Climate and Teachers' Retentionmentioning

confidence: 99%

Section: Link Between Institutional Climate and Teachers' Retentionmentioning

confidence: 99%

See 2 more Smart Citations

Institutional Climate and Its Impact on Teachers’ Retention: Mediated by Transformational Leadership: A Comprehensive Study of Public Sector Educational Institutions of Pakistan

Lashari

Phulpoto

2022

RMS

View full text Add to dashboard Cite

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“…In the United States, research on teacher retention has tended to draw upon either large‐scale surveys of teachers produced by the National Center for Education Statistics (e.g. Ingersoll, 1997; Ingersoll et al, 2016; Ingersoll & May, 2012; Ingersoll et al, 2016; Marvel et al, 2007; Nguyen & Redding, 2018; Suárez & Wright, 2019; Tai et al, 2006), or from smaller‐scale qualitative studies that track relatively few teachers longitudinally (e.g. Bang & Luft, 2014; Ceven McNally, 2016; Luft et al, 2011; McGinnis et al, 2004; Roehrig & Luft, 2006; Saka et al, 2013).…”

Section: Background and Literature Reviewmentioning

confidence: 99%

Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers

et al. 2022

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This study uses state‐level staffing data to analyze the five‐year career trajectories of all 231 first‐year secondary science teachers in New Jersey who began teaching during the 2010‐2011 school year. The person‐position framework for studying teacher retention is introduced in this analysis, and the authors present a case for the importance of specifying both location and duration in empirical reporting on teacher retention, as well as distinguishing between the employers’ and individual teachers’ perspectives on retention. In the cohort studied here, the 5‐year retention‐by‐employer rate was 38%, but the retention‐in‐profession rate for those actively teaching was 65%. An additional 24% of science teachers changed districts during or immediately after their first year, and were retained in their second districts for four or more years. 16% of the science teachers in the cohort identified as non‐White or Hispanic and these teachers were retained at similar rates to their White/non‐Hispanic counterparts. Alternate route preparation programs attracted many more secondary science teachers who identified as non‐White or Hispanic, but teachers from these programs had a far lower 5‐year retained‐in‐profession rate (45%) than non‐White or Hispanic traditional route teachers (75%). It was more common for science teachers in higher SES districts to transfer to lower SES districts than the reverse. The position turnover rate for science teachers was slightly lower in higher SES districts. As a category, charter schools had the lowest 5‐year science teacher retention rate (13%). There was no identifiable relationship between the age, sex, subject area certification, or starting salary of science teachers and the measures of retention used in this study. The authors discuss the characterization of retention itself in research, including the use of descriptors related to retention. Implications relating to science teacher education policy are discussed, as is the future use of state‐level data systems in retention research.

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Professional Competencies for Teaching Physics

Fischer

Kauertz

2021

Physics Education

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Investigating School Climate and School Leadership Factors that Impact Secondary STEM Teacher Retention

Cited by 11 publications

References 31 publications

Institutional Climate and Its Impact on Teachers’ Retention: Mediated by Transformational Leadership: A Comprehensive Study of Public Sector Educational Institutions of Pakistan

Institutional Climate and Its Impact on Teachers’ Retention: Mediated by Transformational Leadership: A Comprehensive Study of Public Sector Educational Institutions of Pakistan

Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers

Professional Competencies for Teaching Physics

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