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Teacher Induction Programs That Lead to Retention in the STEM Teaching Workforce

Peter A. Youngs

Published 2019 in Proceedings of the 2019 AERA Annual Meeting

ABSTRACT

STEM teacher retention is critical for improving STEM learning outcomes in the United States for several reasons. First, STEM teachers who remain in the profession generally become much more effective over time (Harris & Sass, 2011; Papay & Kraft, 2015). Second, students perform better in mathematics and other subjects when teacher turnover in their grade levels at their schools is reduced (Atteberry, Loeb, & Wyckoff, 2017; Ronfeldt, Loeb, & Wyckoff, 2013). Third, STEM teachers who remain in teaching and in their schools of origin are likely to contribute to a positive climate in their schools; in other words, schools that have high rates of teacher retention are more likely than other schools to establish and maintain supportive professional environments. Schools with supportive professional environments have higher levels of student achievement gains over time than other schools (Bryk & Schneider, 2002; Newmann, Smith, Allensworth, & Bryk, 2001). To this end, this essay examines what it known and what remains to be learned about school working conditions that promote novice STEM teacher retention. In the first three sections, we review research on how formal mentoring and induction programs, principal leadership, and person-environment fit affect beginning STEM teacher retention and two related outcomes, instructional quality and effectiveness. The fourth section both identifies strengths and weaknesses of the methods and indicators used for research on mentoring/induction programs, principal leadership, and teacher fit and STEM teachers; and recommends new methods and indicators for research in this area. In the fifth section, we discuss challenges to research implementation in this area and we conclude with several suggestions for strengthening linkages among STEM teacher induction scholars. These include identifying models that will permit cross-comparison of findings across studies, using common research methods, and creating data collection guidelines.

PUBLICATION RECORD

  • Publication year

    2019

  • Venue

    Proceedings of the 2019 AERA Annual Meeting

  • Publication date

    Unknown publication date

  • Fields of study

    Not labeled

  • Identifiers
    DOI 10.3102/1431809
  • External record

    Open on Semantic Scholar

  • Source metadata

    Semantic Scholar

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