In the rapidly evolving landscape of education, the persistent shortage of qualified science and mathematics teachers continues to pose a formidable challenge globally. Amid this persistent dilemma, a groundbreaking study authored by Ekmekci, Aqazade, McGraw, and colleagues delves into the intricate web of factors influencing teacher retention in these critical STEM disciplines. Published in the International Journal of STEM Education, their 2025 research takes an innovative approach by exploring how human, social, structural, and positive psychological capital collectively impact the perseverance of science and mathematics educators in their vocations. This comprehensive investigation not only deepens our understanding of teacher retention but also opens new avenues for educational policy and institutional reform aimed at stabilizing and enhancing the STEM teaching workforce.
At the heart of this research lies the concept of “capital” — a multifaceted framework used to quantify and assess the various resources and assets teachers draw upon in their professional journeys. Human capital, broadly defined, encompasses the knowledge, skills, and experiences that teachers accumulate through education and continuous learning. In the context of this study, it was analyzed how advanced subject matter expertise and pedagogical skills empower educators to navigate classroom challenges, thereby fostering higher job satisfaction and commitment. The researchers emphasize that investments in professional development tailored specifically for STEM educators can significantly boost this form of capital, directly influencing retention rates.
Beyond individual competencies, the study highlights the pivotal role of social capital — the web of relationships and networks teachers engage with both inside and outside their educational environments. Social capital manifests through collegial support, mentorship relationships, and collaborative communities of practice that provide emotional backing and practical guidance. The authors argue that strong professional networks mitigate feelings of isolation, reduce burnout, and create a shared sense of purpose among science and math teachers. Through detailed qualitative and quantitative analyses, the research demonstrates that schools fostering vibrant collegial ecosystems see markedly improved teacher longevity.
Structural capital, an often-overlooked dimension, pertains to the institutional mechanisms, policies, and resources embedded within the educational infrastructure. This includes access to teaching materials, administrative support, workload distribution, and career advancement opportunities. Ekmekci and colleagues meticulously document how supportive structures—such as reasonable class sizes, availability of laboratory equipment, and clear promotion pathways—alleviate many systemic barriers that typically drive teachers away. Their findings suggest that while human and social capital fuel teacher motivation, structural capital forms the bedrock upon which sustainable retention strategies must be built.
Perhaps the most novel contribution of this research is the exploration of positive psychological capital, a construct encompassing hope, resilience, optimism, and self-efficacy. This internal reservoir of psychological strengths equips teachers to cope with adversities and maintain their enthusiasm over prolonged periods. Using robust psychometric measures, the study quantifies how positive psychological traits correlate strongly with job satisfaction and intention to remain in the profession. Intriguingly, interventions designed to enhance optimism and resilience, such as mindfulness training and cognitive-behavioral techniques, emerge as promising tools to bolster teacher retention in STEM fields.
The integration of these four capitals into a comprehensive retention model marks a significant advance in educational research. The authors’ interdisciplinary methodology combines large-scale surveys, in-depth interviews, and longitudinal data analysis to capture a holistic picture of the retention phenomenon. This cross-sectional design ensures that findings are not only statistically significant but also richly contextualized within the everyday lived experiences of teachers. By synthesizing these diverse data streams, the study offers a nuanced understanding that transcends simplistic solutions and acknowledges the complex interplay of personal, social, and organizational factors.
In practical terms, the study’s implications urge policymakers and school administrators to adopt a multi-dimensional approach in tackling STEM teacher shortages. Rather than focusing narrowly on recruitment incentives or isolated professional development programs, sustained investment across all four capitals is essential. For example, enhancing human capital through rigorous and ongoing content training must be paired with efforts to build supportive teacher communities and enact structural reforms that foster fair workload management and resource availability. Simultaneously, cultivating positive psychological capital through mental health support and resilience-building initiatives can empower teachers to thrive in demanding educational settings.
Furthermore, this research underscores the importance of context-specific strategies. The relative influence of each capital factor varies significantly across different regions, school types, and demographic groups. For instance, urban schools facing high turnover may benefit more from strengthened social capital and psychological support, while rural schools might require amplified structural investments and targeted human capital development. The authors advocate for locally tailored retention policies that respect the unique challenges and strengths of each teaching environment, rather than one-size-fits-all solutions.
What distinguishes this study from prior research is its recognition of teacher retention as a dynamic and evolving process rather than a static endpoint. The longitudinal aspect reveals that teachers’ reliance on different forms of capital shifts throughout their careers. Newly inducted teachers tend to depend heavily on social and structural support, while more experienced educators draw extensively on accrued human and psychological capital. This temporal dimension points to the need for staged interventions that correspond to teachers’ varying needs at different career phases, thereby maximizing retention outcomes.
The technological embrace within STEM education also emerges as an undercurrent in the analysis. While not the main focus, the authors briefly note the dual-edged impact of technology integration on teacher retention. Access to cutting-edge digital tools and platforms can enhance instructional quality and teacher efficacy, boosting human capital. Conversely, inadequate training or excessive technology demands may exacerbate stress, undermining psychological capital. As education increasingly digitizes, balancing technological innovation with teacher well-being becomes crucial for sustainable retention.
Career pathways and leadership opportunities within the STEM teaching profession also feature prominently in the study’s discussion of structural capital. Teachers are more likely to remain when they perceive clear advancement trajectories, recognition platforms, and avenues for professional autonomy. The research points out that mentorship roles, curriculum leadership positions, and involvement in policy-making not only elevate retention but enrich the educational ecosystem by leveraging experienced educators as catalysts for systemic improvement.
In light of global STEM workforce shortages, this research holds profound implications beyond education itself. Sustaining a robust pipeline of qualified science and mathematics teachers is imperative not only for student achievement but also for the broader innovation economy and societal progress. The multidimensional capital framework proposed by Ekmekci and colleagues offers a replicable model for international adoption, capable of guiding cross-cultural policy dialogue and cooperative educational reform.
The study’s methodological rigor, combined with its actionable insights, positions it to catalyze a paradigm shift in how educational stakeholders approach teacher retention. Its attention to psychological variables alongside structural and social factors enriches the traditional discourse, inviting greater integration of mental health and well-being into retention strategies. This holistic lens aligns with contemporary movements toward human-centered education systems that recognize teachers as whole individuals with multifaceted needs.
Looking forward, the authors call for further research to explore intervention efficacy targeting each form of capital, encouraging experimental designs and randomized controlled trials. They highlight the promising intersection of positive psychology interventions and community-building initiatives as fertile ground for future studies. Moreover, expanding this framework to include interdisciplinary STEM education contexts and diverse cultural settings could significantly enhance its applicability.
In summary, the 2025 study by Ekmekci, Aqazade, McGraw, and collaborators represents a landmark in understanding and addressing the complex challenges of science and mathematics teacher retention. By articulating the essential roles of human, social, structural, and positive psychological capital, it provides a comprehensive and scientifically grounded blueprint for sustaining the STEM teaching workforce. Its findings resonate powerfully with educators, policymakers, and researchers alike, offering hope and strategic direction in the collective quest to nurture and keep the educators who shape tomorrow’s innovators.
Subject of Research: Teacher retention in science and mathematics education, examined through the lens of human, social, structural, and positive psychological capital.
Article Title: Using human, social, structural, and positive psychological capital to explore science and mathematics teacher retention.
Article References:
Ekmekci, A., Aqazade, M., McGraw, R. et al. Using human, social, structural, and positive psychological capital to explore science and mathematics teacher retention. IJ STEM Ed 12, 14 (2025). https://doi.org/10.1186/s40594-024-00523-1
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