Mapping the global knowledge base on teacher retention: a mixed-methods integrative review of trends, theories, and policy pathways
EDUCATIONAL REVIEW, ss.1-26, 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: Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Scopus, Political Science Database (ProQuest), Psychology & Behavioral Sciences Collection (EBSCO), Sociology Source Ultimate (EBSCO), Agricultural & Environmental Science Database, Social Sciences Citation Index (SSCI), IBZ Online, Periodicals Index Online, Child Development & Adolescent Studies, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), EBSCO Education Source, MLA - Modern Language Association Database, MLA International Bibliography
- Sayfa Sayıları: ss.1-26
- Bursa Uludağ 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 methodological 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.