Sophie Thompson-Lee, Beng Huat See, Robert Mark Klassen
{"title":"对STEM教师招聘和保留干预措施的系统回顾。","authors":"Sophie Thompson-Lee, Beng Huat See, Robert Mark Klassen","doi":"10.1186/s40594-025-00550-6","DOIUrl":null,"url":null,"abstract":"<p><p>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.</p>","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":"12 1","pages":"33"},"PeriodicalIF":8.0000,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12214040/pdf/","citationCount":"0","resultStr":"{\"title\":\"A systematic review of STEM teacher recruitment and retention interventions.\",\"authors\":\"Sophie Thompson-Lee, Beng Huat See, Robert Mark Klassen\",\"doi\":\"10.1186/s40594-025-00550-6\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>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.</p>\",\"PeriodicalId\":48581,\"journal\":{\"name\":\"International Journal of Stem Education\",\"volume\":\"12 1\",\"pages\":\"33\"},\"PeriodicalIF\":8.0000,\"publicationDate\":\"2025-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12214040/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Stem Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1186/s40594-025-00550-6\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/7/1 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Stem Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1186/s40594-025-00550-6","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/7/1 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
A systematic review of STEM teacher recruitment and retention interventions.
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.
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.