Mapping the global knowledge base on teacher retention: a mixed-methods integrative review of trends, theories, and policy pathways
Educational Review, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/00131911.2026.2727067
- Dergi Adı: Educational Review
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Periodicals Index Online, Agricultural & Environmental Science Database, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, MLA International Bibliography, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Political Science Database (ProQuest), Psychology & Behavioral Sciences Collection (EBSCO), Sociology Source Ultimate (EBSCO)
- Anahtar Kelimeler: education policy and governance, job demands–resources, organizational climate and leadership, Teacher retention, teacher shortage, teacher turnover
- Eskişehir Osmangazi Üniversitesi Adresli: Evet
Özet
Teacher retention has shifted from an individual motivation issue to a global sustainability challenge rooted in organizational and policy systems. Yet scholarship remains fragmented across single-country cases, isolated psychological variables, and method silos. This mixed-methods integrative review maps the field by analyzing 537 studies (1990–2025) through bibliometric science-mapping and thematic synthesis. We find a maturing but still disjointed knowledge base organized around multilevel determinants: micro (self-efficacy, stress, burnout), meso (leadership, organizational climate, job design), and macro (education policy, governance, social inequalities). We contribute an integrative model that links these levels, reframing retention as a structure-agency-context phenomenon. Policy and practice should realign teacher-retention strategies from piecemeal interventions to coherent system packages that pair individual resource-building with supportive organizational architectures and predictable, equity-oriented governance. We outline an agenda emphasizing comparative and longitudinal designs, intervention trials that test multilevel packages, and indicators that track both teacher well-being and organizational resilience.