Factors that influence pre-service teachers' persistence
Kim, Elizabeth; Corcoran, Roisin P.
Professor ROISIN CORCORAN Roisin.Corcoran@nottingham.ac.uk
Chair in Education
This study investigated the role of various factors in pre-service teachers' persistence. Using a sample of U.S. pre-service teachers (N = 1365) from 256 institutions, the study explored the joint effect of predictors that influence their persistence including student engagement, demographic characteristics, prior achievement, college grades, and institutional characteristics. Results from multilevel logistic models indicated that campus environment engagement was a weak but positive predictor of persistence, those with higher grades were more likely to persist, and male and minority pre-service teachers were less likely to persist. Implications include implementing evidence-based programs to improve campus environment and support at-risk candidates.
|Journal Article Type||Article|
|Publication Date||Feb 1, 2018|
|Journal||Teaching and Teacher Education|
|Peer Reviewed||Peer Reviewed|
|APA6 Citation||Kim, E., & Corcoran, R. P. (2018). Factors that influence pre-service teachers' persistence. Teaching and Teacher Education, 70, 204-214. doi:10.1016/j.tate.2017.11.015|
|Additional Information||This article is maintained by: Elsevier; Article Title: Factors that influence pre-service teachers' persistence; Journal Title: Teaching and Teacher Education; CrossRef DOI link to publisher maintained version: https://doi.org/10.1016/j.tate.2017.11.015; Content Type: article; Copyright: © 2017 Elsevier Ltd. All rights reserved.|
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