Teacher Agency as a Predictor of Retention for Novice Secondary Mathematics Educators

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 2
  In Roundtable Session: Supporting Mathematics Teachers: Leadership and Retention

Abstract

This study investigates the relationship between teacher agency and the retention of novice secondary mathematics teachers in the United States. Using survey data from 314 educators across 41 states, this study analyzes how teacher agency correlates to whether secondary mathematics educators envision themselves remaining in the profession over two- and five-year horizons. Results show that teacher agency is a significant predictor of short-term retention among novice teachers, outperforming other variables such as pay satisfaction, certification pathway, and trust in their principal. Although this predictive power weakens in the five-year projection, the findings highlight the central role agency plays in early-career decisions. Fostering environments that support teacher agency may be a key strategy in addressing persistent shortages in secondary mathematics education.

Author

• Christopher Carter, University of Kansas