A systematic review of STEM teacher recruitment and retention interventions.

IF 8 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
International Journal of Stem Education Pub Date : 2025-01-01 Epub Date: 2025-07-01 DOI:10.1186/s40594-025-00550-6
Sophie Thompson-Lee, Beng Huat See, Robert Mark Klassen
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引用次数: 0

Abstract

The worldwide problem of teacher recruitment and retention is particularly pronounced in STEM (Science, Technology, Engineering, and Mathematics) subjects, due in part to a lack of trainee teachers and to high rates of attrition. The teacher shortage has resulted in non-specialist teachers teaching STEM subjects and is likely to have a negative effect on the next generation of STEM students and STEM teachers. Numerous studies have outlined, and in some cases evaluated, recruitment and retention interventions, but to our knowledge a comprehensive review of interventions specifically aimed at recruiting STEM teachers has not yet been done. We reviewed 25 studies (9 recruitment, 11 retention, 5 both). Most interventions were financial (13/25), others included teacher education and alternative pathways. We evaluated study quality and the method each study used to assess intervention effectiveness. Financial incentives do not appear effective for recruitment despite being the most common incentive. Financial incentives seem to be more effective for retention; 3/9 higher quality studies found positive results. Findings for the other types of intervention were mixed and due to low design quality, not compelling. Our findings suggest that financial incentives might be effective for retention. Further research is needed to determine what interventions work for recruitment as the most common, financial incentives, do not appear effective. Studies investigating the efficacy of interventions need to be more rigorous with large sample sizes, comparison groups, and ideally randomised-control trials. There is also room for innovation as we did not find much evidence of novel intervention types.

Abstract Image

对STEM教师招聘和保留干预措施的系统回顾。
教师招聘和保留问题在STEM(科学、技术、工程和数学)学科中尤为突出,部分原因是缺乏实习教师和高流失率。教师短缺导致非专业教师教授STEM科目,并可能对下一代STEM学生和STEM教师产生负面影响。许多研究已经概述并在某些情况下评估了招聘和保留干预措施,但据我们所知,专门针对招聘STEM教师的干预措施的全面审查尚未完成。我们回顾了25项研究(9项招募,11项保留,5项两者都有)。大多数干预措施是财政干预(13/25),其他干预措施包括教师教育和其他途径。我们评估了研究质量和每项研究用于评估干预效果的方法。财政激励虽然是最常见的激励,但似乎对招聘没有效果。财政激励似乎对留存率更有效;3/9的高质量研究发现了积极的结果。其他类型干预的结果是混合的,由于设计质量低,不引人注目。我们的研究结果表明,经济激励可能对挽留员工有效。需要进一步的研究来确定哪些干预措施对招聘有效,因为最常见的是经济激励,但似乎并不有效。调查干预措施有效性的研究需要更严格的大样本量、比较组和理想的随机对照试验。还有创新的空间,因为我们没有发现太多新的干预类型的证据。
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来源期刊
International Journal of Stem Education
International Journal of Stem Education Social Sciences-Education
CiteScore
12.40
自引率
11.90%
发文量
68
审稿时长
13 weeks
期刊介绍: The International Journal of STEM Education is a multidisciplinary journal in subject-content education that focuses on the study of teaching and learning in science, technology, engineering, and mathematics (STEM). It is being established as a brand new, forward looking journal in the field of education. As a peer-reviewed journal, it is positioned to promote research and educational development in the rapidly evolving field of STEM education around the world.
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