Project led by:

Sheila Vaidya, PhD
Shari Moskow, PhD
Donald McEachron, PhD
Christina Love, PhD

Research Collaborators:

Casey Hanna
Monica Blaisdell
Michael Kozak, EdD

The Drexel University Robert Noyce Program at Drexel University has consistently received funding from the National Science Foundation since 2004. In all, we have funded and graduated over 50 teachers who have been placed over the years in several Philadelphia schools. During the last three years (NSF Grant 1758345) we have been studying the retention of these teachers. Our findings have led to the reconceptualization of the existing norms for understanding retention and attrition which has thus far been attributed to poor working conditions, limited administrative support, inadequate pay, restricted autonomy, and constant curricular changes as major drivers of attrition.

Using the four- factor capita theory Matas and Matas (2015) we have found extensive data demonstrating that teacher retention and attrition are complex issues and not based on just one or more factors. Mason and Poyatos Matas (2015) argue that the four-capital framework—encompassing human capital, social capital, structural capital, and positive psychological capital—offers a more nuanced account of the dynamics of retention and attrition. Also, importantly, these forms of capital interact in complex ways: one may offset the absence of another, or amplify its effects, making retention a constantly shifting balance of competing influences.
Human capital – is the knowledge skills and expertise of teachers; Social capital refers to the connection among individuals, social networks, and the norms of reciprocity and trustworthiness that arise from them; Structural capital in a school consists of access to adequate resources, functioning classrooms, and supportive leadership creates the conditions for effective teaching. It also includes school-specific practices, such as teacher compensation, promotion, curriculum framework. Positive Psychological Capital refers to personal attributes such as grit, resilience, and optimism enhance teachers’ capacity to persist despite challenges, contributing to both individual and organizational success.

In our current research on retention and attrition, we are finding that these capitals play a critical role in the school dynamics with teachers and with Principals Vaidya,S.R.& Hanna,C;( 2024) ; Vaidya, S.R ; Blaisdell,M; & Kozak, M; (2025) and Vaidya, S.R; Blaisdell ( 2026) – Ongoing Project: Study of five Teacher Profiles and how their intersecting capitals sustain their retention.

Publications and Presentations

Vaidya, S.R. & Casey Hanna (2023). The Four Capital Theory as Framework for Teacher Retention and Attrition. International Education Studies, Vol. 16, No. 6 ISSN 1913-9039.

Vaidya, S., Blaisdell,M. Kozak, M. The Impact of Social and Structural Role of School leaders in Teacher Retention. Presented at the annual meeting of the American Education Research Association, 2025. Denver, Colorado April, 2025.

Mason, S., & Matas, C. P. (2015). Teacher Attrition and Retention Research in Australia: Towards a New Theoretical Framework. Australian Journal of Teacher Education, 40(11). DOI: 10.14221/ajte.2015v40n11.3