Effects on STEM Teachers' Stress, Satisfaction, and Leaving Intention: Job Resources, Demands, and Self-Efficacy

• In Event: Division K Section 7: STEM Roundtable

Abstract

To address the challenge of STEM teacher retention, this study builds upon the revised job demands- resources theory to construct a model for examining resources, demands, and self-efficacy’s contributions to STEM teachers’ leaving intention. The findings show that a) resource is a strongest predictor for leaving intention; b) self-efficacy had significant negative effects on leaving intention; c) the mediator of stress had a strong negative effect on satisfaction and a strong positive effect on leaving intention; d) the mediator of satisfaction had a strong negative effect on leaving intention. The findings can provide references for school administrators and policymakers to develop and implement educational strategies and to increase STEM teacher retention rate.

Authors

• Ke Wang, Nicholls State University

• Jing Lv, East China Normal University

• Yeping Li, Texas A&M University - College Station

• Yu Xiao, Texas A&M University - College Station