What Keeps Rural STEM Teachers Teaching? A Multiple Regression Analysis

• In Event: AERA Roundtable Session Sunday 11:45 am - Gold 2
  In Roundtable Session: From Preparation to Leadership: Supporting Rural Teachers Through Identity, Networks, and Community

Abstract

This study examines factors influencing rural STEM teachers’ intent to stay in the profession. Survey data from 61 high school science and engineering/technology teachers across three U.S. states were analyzed using multiple regression. Among the variables tested—age, teaching experience, gender, subject taught, self-efficacy, professional networks, and STEM identity—only identity as a member of the STEM community significantly predicted intent to stay. Age showed a modest negative correlation but was not a significant predictor. These findings suggest that strengthening teachers’ professional identity and sense of belonging is key to improving rural teacher retention. Aligned with this, policy efforts should prioritize sustained mentoring, leadership development, and community-building tailored to the rural STEM teaching context.

Authors

• Woongbin Park, Purdue University

• Jung Han, Purdue University

• Yu-Chieh Wu, University of Hawai‘i at Mānoa

• Todd R. Kelley, Purdue University