Systematic review of teacher attrition rates and their far-reaching implications on STEM education in the context of Society 5.0

Monsuru Salisu; Ridzwan Che Rus; Muhammed Yusuf; Nurudeen Bamiro; Mariam Idris; Monsuru Salisu; Ridzwan Che Rus; Muhammed Yusuf; Nurudeen Bamiro; Mariam Idris

doi:10.3934/steme.2025023

STEM Education

2025, Volume 5, Issue 3: 473-497. doi: 10.3934/steme.2025023

Previous Article Next Article

Review Topical Sections

Systematic review of teacher attrition rates and their far-reaching implications on STEM education in the context of Society 5.0

1.
University of Iowa, Iowa City, Iowa 52242, United States; salisuadekunle@gmail.com
2.
Faculty of Technical and Vocational, Sultan Idris Education University, 35900 Tanjong Malim, Malaysia; ridzwan@ftv.upsi.edu.my
3.
Faculty of Human Development, Sultan Idris Education University, 35900 Tanjong Malim, Malaysia; muhammed.yusuf@fpm.upsi.edu.my
4.
Department of Economics, Faculty of Management and Economics, Sultan Idris Education University, Jalan UPSI, 35900 Tanjong Malim, Perak, Malaysia; nurudeen.bamiro@lasu.edu.ng
5.
Iowa City Community School District, 1725 North Dodge St., Iowa City, IA 52245 United States; idrismariam83@gmail.com

Received: 08 December 2024 Revised: 25 April 2025 Accepted: 28 April 2025 Published: 14 May 2025

Teacher attrition in STEM education poses significant challenges in the era of Society 5.0, where the demand for skilled professionals is at an all-time high. In this systematic review, we examined the primary factors contributing to teacher attrition rates in STEM education within the context of Society 5.0, alongside its implications for the overall quality of STEM education. Through a comprehensive analysis of 110 articles, 28 were deemed fit for review, addressing key questions regarding the factors influencing attrition, its impact on education quality, and the extent of external influences such as societal expectations, technological advancements, and industry demands. Our findings highlight the multifaceted nature of teacher attrition, emphasizing factors such as job satisfaction, opportunities for career advancement, and external pressures. Furthermore, this review underscores the significant impact of teacher attrition on the quality of STEM education. Additionally, external factors such as societal expectations and industry demands intersect to shape educators' career decisions, influencing their overall satisfaction and propensity to remain in the profession. The implications for policymakers include increased investment in teacher support programs, addressing salary disparities, promoting collaborative school environments, integrating technological resources, and advocating for policies that promote diversity and inclusion. Despite teacher attrition being a global issue, there is a significant lack of research from Asian countries. Overall, this study provides valuable insights into addressing teacher attrition in STEM education within the era of Society 5.0, offering a framework to promote STEM teacher retention and actionable recommendations to promote retention and enhance the quality of STEM education.
- STEM education,
- teacher attrition,
- Society 5.0,
- teacher shortage
Citation: Monsuru Salisu, Ridzwan Che Rus, Muhammed Yusuf, Nurudeen Bamiro, Mariam Idris. Systematic review of teacher attrition rates and their far-reaching implications on STEM education in the context of Society 5.0[J]. STEM Education, 2025, 5(3): 473-497. doi: 10.3934/steme.2025023

Related Papers:

Abstract

Teacher attrition in STEM education poses significant challenges in the era of Society 5.0, where the demand for skilled professionals is at an all-time high. In this systematic review, we examined the primary factors contributing to teacher attrition rates in STEM education within the context of Society 5.0, alongside its implications for the overall quality of STEM education. Through a comprehensive analysis of 110 articles, 28 were deemed fit for review, addressing key questions regarding the factors influencing attrition, its impact on education quality, and the extent of external influences such as societal expectations, technological advancements, and industry demands. Our findings highlight the multifaceted nature of teacher attrition, emphasizing factors such as job satisfaction, opportunities for career advancement, and external pressures. Furthermore, this review underscores the significant impact of teacher attrition on the quality of STEM education. Additionally, external factors such as societal expectations and industry demands intersect to shape educators' career decisions, influencing their overall satisfaction and propensity to remain in the profession. The implications for policymakers include increased investment in teacher support programs, addressing salary disparities, promoting collaborative school environments, integrating technological resources, and advocating for policies that promote diversity and inclusion. Despite teacher attrition being a global issue, there is a significant lack of research from Asian countries. Overall, this study provides valuable insights into addressing teacher attrition in STEM education within the era of Society 5.0, offering a framework to promote STEM teacher retention and actionable recommendations to promote retention and enhance the quality of STEM education.

References

[1]	Al-Harthi, A.S.A., Technological self-efficacy among school leaders in Oman: A preliminary study. Journal of Further and Higher Education, 2017, 41(6): 760–772. https://doi.org/10.1080/0309877x.2016.1177168 doi: 10.1080/0309877x.2016.1177168
[2]	Aminu, A.W., Foo, S.F., Ramli, B. and Baki, R., A qualitative study on the effects of teacher attrition. International Journal of Education and Literacy Studies, 2014, 2(1): 11‒16. https://doi.org/10.7575/aiac.ijels.v.2n.1p.11 doi: 10.7575/aiac.ijels.v.2n.1p.11
[3]	Bamiro, N.B., Zakariya, Z.B. and Nasiru, B.A., Development of halal entrepreneurship framework through business incubator service for sustainability using PRISMA. Contemporary Discourse of Halal and Islamic Entrepreneurship, 2023, 79‒97. https://doi.org/10.1007/978-981-99-6427-7_6 doi: 10.1007/978-981-99-6427-7_6
[4]	Beasley, M.A. and Fischer, M.J., Why they leave: The impact of stereotype threat on the attrition of women and minorities from science, math and engineering majors. Social Psychology of Education, 2012, 15: 427–448. https://doi.org/10.1007/s11218-012-9185-3 doi: 10.1007/s11218-012-9185-3
[5]	Bell, D., The reality of STEM education, design and technology teachers' perceptions: A phenomenographic study. International journal of technology and design education, 2016, 26: 61–79. https://doi.org/10.1007/s10798-015-9300-9 doi: 10.1007/s10798-015-9300-9
[6]	Boedeker, P., Nite, S., Capraro, R.M. and Capraro, M.M., Women in STEM: The impact of STEM PBL implementation on performance, attrition, and course choice of women. Frontiers in Education, 2015, 1‒8. https://doi.org/10.1109/fie.2015.7344178 doi: 10.1109/fie.2015.7344178
[7]	Borman, G. and Dowiing, N., Teacher attrition and retention: A meta-analytical and narrative review of the research. Review of Educational Research, 2014, 78(3): 367‒409. https://doi.org/10.3102/0034654308321455 doi: 10.3102/0034654308321455
[8]	Boyd, D., Lankford, H., Loeb, S. and Wyckoff, J., The draw of home: How teachers' preferences for proximity disadvantage urban schools. Journal of Policy Analysis and Management, 2005, 24(1): 113–132. https://doi.org/10.3386/w9953 doi: 10.3386/w9953
[9]	Brown, E.R., Steinberg, M., Lu, Y. and Diekman, A.B., Is the lone scientist an American dream? Perceived communal opportunities in STEM offer a pathway to closing US–Asia gaps in interest and positivity. Social Psychological and Personality Science, 2018, 9(1): 11‒23. https://doi.org/10.1177/1948550617703173 doi: 10.1177/1948550617703173
[10]	Carver-Thomas, D. and Darling-Hammond, L., The trouble with teacher turnover: How teacher attrition affects students and schools. Education policy analysis archives, 2019, 27(36). https://doi.org/10.14507/epaa.27.3699 doi: 10.14507/epaa.27.3699
[11]	Cha, S.H. and Cohen-Vogel, L., Why they quit: A focused look at teachers who leave for other occupations. School Effectiveness and School Improvement, 2011, 22(4): 371‒392. https://doi.org/10.1080/09243453.2011.587437 doi: 10.1080/09243453.2011.587437
[12]	Chetty, R., Friedman, J.N. and Rockoff, J.E., Measuring the impacts of teachers Ⅱ: Teacher valueadded and student outcomes in adulthood. American Economic Review, 2014,104(9): 2633–2679. https://doi.org/10.3386/w19424 doi: 10.3386/w19424
[13]	Deguchi, A., Hirai, C., Matsuoka, H., Nakano, T., Oshima, K., Tai, M., et al., What is Society 5.0? Society, 2020, 5(0): 1‒24.
[14]	Diekman, A.B. and Benson-Greenwald, T.M., Fixing STEM workforce and teacher shortages: How goal congruity can inform individuals and institutions. Behavioral and Brain Sciences, 2018, 5(1): 11‒18. https://doi.org/10.1177/2372732217747889 doi: 10.1177/2372732217747889
[15]	Ertmer, P.A., Ottenbreit-Leftwich, A.T., Sadik, O., Sendurur, E. and Sendurur, P., Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 2012, 59(2): 423‒435. https://doi.org/10.1016/j.compedu.2012.02.001 doi: 10.1016/j.compedu.2012.02.001
[16]	Fuller, E.J. and Pendola, A., Teacher preparation and teacher retention: Examining the relationship for beginning STEM teachers. AAAS ARISE commissioned paper series, 2019, 21(1): 19‒34.
[17]	Goodpaster, K.P., Adedokun, O.A. and Weaver, G.C., Teachers' perceptions of rural STEM teaching: Implications for rural teacher retention. The Rural Educator, 2012, 33(3): 9‒22. https://doi.org/10.35608/ruraled.v33i3.408 doi: 10.35608/ruraled.v33i3.408
[18]	Guarino, C.M., Santibanez, L. and Daley, G.A., Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 2006, 76(2): 173–208. https://doi.org/10.3102/00346543076002173 doi: 10.3102/00346543076002173
[19]	Han, D. and Hur, H., Managing turnover of STEM teacher workforce. Education and Urban Society, 2022, 54(2): 205–222. https://doi.org/10.1177/00131245211053562 doi: 10.1177/00131245211053562
[20]	Hoque, K.E., Zohora, M.F., Mishra, P.K., Leng, C.H. and Darusalam, G., Impact of compensation package on job attrition: a study on teaching professionals. Life Science Journal, 2013, 10(2): 2528‒2534.
[21]	Imazeki, J., Teacher salaries and teacher attrition. Economics of Education Review, 2005, 24(4): 431–449. https://doi.org/10.1016/j.econedurev.2004.07.014 doi: 10.1016/j.econedurev.2004.07.014
[22]	Ingersoll, R.M., Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 2001, 38(3): 499–534. https://doi.org/10.3102/00028312038003499 doi: 10.3102/00028312038003499
[23]	Kane, T.J. and Staiger, D.O., Estimating teacher impacts on student achievement: An experimental evaluation (No. w14607). National Bureau of Economic Research, 2008. https://doi.org/10.3386/w14607 doi: 10.3386/w14607
[24]	Kelchtermans, G., 'Should I stay or should I go?': Unpacking teacher attrition/retention as an educational issue. Teachers and Teaching, 2017, 23(8): 961‒977. https://doi.org/10.1080/13540602.2017.1379793 doi: 10.1080/13540602.2017.1379793
[25]	Komalasari, M.D., Widyaningsih, N., Kassymova, G.K., Yuqi, F., Mustafa, L.M. and Bamiro, N.B., Exploring the potential of integrating local wisdom into the development of pocket book Learning media: A systematic literature review. International Journal of Learning, Teaching and Educational Research, 2023, 22(10): 130‒151. https://doi.org/10.26803/ijlter.22.10.8 doi: 10.26803/ijlter.22.10.8
[26]	Liu, J., Exploring teacher attrition in urban China through interplay of wages and well-being. Education and Urban Society, 2021, 53(7): 807–830. https://doi.org/10.1177/0013124520958410 doi: 10.1177/0013124520958410
[27]	Loeb, S., Kalogrides, D. and Bxeteille, T., Effective schools: Teacher hiring, assignment, development, and retention. Education, 2012, 7(3): 269–304. https://doi.org/10.3386/w17177 doi: 10.3386/w17177
[28]	McConnell, J.R., A model for understanding teachers' intentions to remain in STEM education. International Journal of STEM Education, 2017, 4: 1–21. https://doi.org/10.1186/s40594-017-0061-8 doi: 10.1186/s40594-017-0061-8
[29]	Merriam-Webster Learner's Dictionary, Meaning of attrition, 2015. Retrieved June 17 20, 2018 from https: /www.iaarian-websterxom/dictionary/attributionMerriamWebsterInc.
[30]	Nguyen, T., Teacher attrition and retention in Kansas: A case study of geographically rural states with persistent teacher shortages. Online Journal of Rural Research & Policy, 2020, 15(1): 1. https://doi.org/10.4148/1936-0487.1100 doi: 10.4148/1936-0487.1100
[31]	Nguyen, T.D. and Kremer, K.P., Burned Out and Dissatisfied? The Relationships between Teacher Dissatisfaction and Burnout and Their Attrition Behavior. The Elementary School Journal, 2022,123(2): 203‒227. https://doi.org/10.1086/721772 doi: 10.1086/721772
[32]	Nguyen, T.D., and Redding, C., Changes in the demographics, qualifications, and turnover of American STEM teachers, 1988–2012. AERA Open, 2018, 4(3): 2332858418802790. https://doi.org/10.1177/2332858418802790 doi: 10.1177/2332858418802790
[33]	Palermo, M., Kelly, A.M. and Krakehl, R., Physics teacher retention, migration, and attrition. Journal of Science Teacher Education, 2022, 33(4): 368‒391. https://doi.org/10.1080/1046560x.2021.1946638 doi: 10.1080/1046560x.2021.1946638
[34]	Ramsey, L.R., Betz, D.E. and Sekaquaptewa, D., The effects of an academic environment intervention on science identification among women in STEM. Social Psychology of Education, 2013, 16: 377–397. https://doi.org/10.1037/e608332013-001 doi: 10.1037/e608332013-001
[35]	Rus, R.C., Salisu, M.A., Hussain, M.M., Kamal, M.M., Hanapi, Z., Idris, M.O., et al., Systematic review of Malaysia technical and vocational education (TVET) sustainability framework to increase the marketability of graduates using PRISMA. Jurnal Kejuruteraan, 2023, 6(2): 51‒63. https://doi.org/10.17576/jkukm-2023-si6(2)-06 doi: 10.17576/jkukm-2023-si6(2)-06
[36]	Štuikys, V. and Burbaitė, R., Smart STEM-Driven Computer Science Education, Springer International Publishing, 2018. https://doi.org/10.1007/978-3-319-78485-4
[37]	Suárez, M.I. and Wright, K.B., Investigating school climate and school leadership factors that impact secondary STEM teacher retention. Journal for STEM Education Research, 2019, 2: 55‒74. https://doi.org/10.1007/s41979-019-00012-z doi: 10.1007/s41979-019-00012-z
[38]	Sutcher, L., Darling-Hammond, L. and Carver-Thomas, D., A coming crisis in teaching? Teacher supply, demand, and shortages in the US. Learning Policy Institute, 2016. https://doi.org/10.54300/247.242 doi: 10.54300/247.242
[39]	Taylor, J.A., Hanuscin, D., Lee, O., Lynch, S., Stuhlsatz, M.A. and Talbot, R., Sources and consequences of teacher attrition in large-scale intervention impact studies. Research in Education, 2023,116(1): 43‒66. https://doi.org/10.1177/00345237231155835 doi: 10.1177/00345237231155835
[40]	Utaminingsih, S., Fajrie, N., Bamiro, N.B. and Azman, M.N.A., Teachers and students perception of technology and sustainable adoption framework in the pedagogical process: A systematic review. International Journal of Learning, Teaching and Educational Research, 2023, 22(12): 162‒186. https://doi.org/10.26803/ijlter.22.12.9 doi: 10.26803/ijlter.22.12.9
[41]	Viano, S., Pham, L., Henry, G., Kho, A. and Zimmer, R., Push or pull: School-level factors that influence teacher mobility in turnaround schools. TNEd Research Alliance, 2019, 1–42.
[42]	Waite, A.M. and McDonald, K.S., Exploring Challenges and Solutions Facing STEM Careers in the 21st Century: A Human Resource Development Perspective. Advances in Developing Human Resources, 2019, 21(1): 3–15. https://doi.org/10.1177/1523422318814482 doi: 10.1177/1523422318814482
[43]	Yamada, A., Japanese Higher Education: The Need for STEAM in Society 5.0, an Era of Societal and Technological Fusion. Journal of Comparative and International Higher Education, 2021, 13(1): 44–65. https://doi.org/10.32674/jcihe.v13i1.1980 doi: 10.32674/jcihe.v13i1.1980
[44]	Yaras, Z. and Öztürk, F.K., Society 5.0 in Human Technology Integration: Digital Transformation in Educational Organizations. International Journal of Progressive Education, 2022, 18(1): 458-474. https://doi.org/10.29329/ijpe.2022.426.26 doi: 10.29329/ijpe.2022.426.26
[45]	Dong, Y., Wang, J., Yang, Y. and Kurup, P.M., Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base. International Journal of STEM Education, 2020, 7: 1‒12. https://doi.org/10.1186/s40594-020-00245-0 doi: 10.1186/s40594-020-00245-0
[46]	Muremela, M.G., Kutame, A.P., Kapueja, I.S. and Ajani, O.A., Can school principals manage recruitment and retention of maths and science teachers in rural secondary schools? A case study in the Vhembe District, South Africa. International Journal of Social Science Research and Review, 2023, 6(9): 42‒60. https://doi.org/10.47814/ijssrr.v6i9.1592 doi: 10.47814/ijssrr.v6i9.1592
[47]	Muremela, G., Kutame, A., Kapueja, I. and Adigun, O.T., Retaining scarce skills teachers in a South African rural community: an exploration of associated issues. African Identities, 2023, 21(4): 743‒759. https://doi.org/10.1080/14725843.2021.1965864 doi: 10.1080/14725843.2021.1965864
[48]	Muremela, G.M., Kutame, A.P., Kapueja, I.S. and Lawrence, K.C., Challenges of retaining qualified scarce skills subject teachers in rural secondary schools: Lens of stakeholders in Mutale District, Limpopo. African Renaissance, 2020, (3): 73. https://doi.org/10.31920/2516-5305/2020/17n3a4 doi: 10.31920/2516-5305/2020/17n3a4
[49]	Fukuda, K., Science, technology and innovation ecosystem transformation toward society 5.0. International journal of production economics, 2020,220: 107460. https://doi.org/10.1016/j.ijpe.2019.07.033 doi: 10.1016/j.ijpe.2019.07.033
[50]	Shahidi Hamedani, S., Aslam, S., Mundher Oraibi, B.A., Wah, Y.B., and Shahidi Hamedani, S., Transitioning towards Tomorrow's Workforce: Education 5.0 in the Landscape of Society 5.0: A Systematic Literature Review. Education Sciences, 2024, 14(10): 1041. https://doi.org/10.3390/educsci14101041 doi: 10.3390/educsci14101041
[51]	Bakker, A.B. and Demerouti, E., The job demands‐resources model: State of the art. Journal of managerial psychology, 2007, 22(3): 309‒328. https://doi.org/10.1108/02683940710733115 doi: 10.1108/02683940710733115
[52]	Davis, F.D., Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 1989,319‒340. https://doi.org/10.2307/249008 doi: 10.2307/249008

Author's biography Dr. Monsuru Salisu is an animal researcher at the University of Iowa Office of Animal Resources. He specializes in Agronomy and his area of research interest is in crop nutrient management and sustainable agriculture. He is a member of the American Society of Agronomy (ASA); Dr. Rizwan Che Rus is an associate professor of Agricultural Science Education at Sultan Idris Education University. He specializes in Technical and Vocational Education and Training (TVET) and his area of research interest is in TVET graduate employability. He is a member of the Asian Academic Society for Vocational Education and Training; Dr. Muhammed Yusuf is an associate professor of Educational Psychology at Sultan Idris Education University. He specializes in Educational Psychology, and his areas of research interest are self-efficacy, motivation, self-regulated learning strategies, and psychometric analysis using sophisticated statistical tools such as the Rasch model, PCA, and SEM; Nurudeen Babatunde BAMIRO is a PhD candidate in education at the Faculty of Management and Economics at Universiti Pendidikan Sultan Idris, Perak, Malaysia. Also, a Lecturer at the Faculty of Education, Lagos State University, Ojo, Lagos State, Nigeria. He is a British Council certified expert on integration of Critical Thinking and Problem Solving (CTPS) in curriculum development. His main research interests include economics education, 21st century skills, economic development, and curriculum planning and development; Mariam Oluwatoyin Idris is an Iowa City Community School District Paraeducator. She specializes in early childhood education and her interest is in preschool reading skills

Reader Comments

Your name:*

Email:*
© 2025 the Author(s), licensee AIMS Press. This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0)