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Factors that influence pre-service teachers’ persistence

Kim, Elizabeth; Corcoran, Roisin P.


Elizabeth Kim

Roisin P. Corcoran


© 2017 Elsevier Ltd 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.


Kim, E., & Corcoran, R. P. (2018). Factors that influence pre-service teachers’ persistence. Teaching and Teacher Education, 70, 204-214.

Journal Article Type Article
Acceptance Date Nov 15, 2017
Online Publication Date Dec 20, 2017
Publication Date Feb 1, 2018
Deposit Date Nov 29, 2018
Journal Teaching and Teacher Education
Print ISSN 0742-051X
Publisher Elsevier
Peer Reviewed Peer Reviewed
Volume 70
Pages 204-214
Keywords Education
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