Factors that influence pre-service teachers’ persistence

Kim, Elizabeth; Corcoran, Roisin P.

Abstract

© 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.

Citation

Kim, E., & Corcoran, R. P. (2018). Factors that influence pre-service teachers’ persistence. Teaching and Teacher Education, 70, 204-214. https://doi.org/10.1016/j.tate.2017.11.015

• 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
• DOI: https://doi.org/10.1016/j.tate.2017.11.015
• Keywords: Education
• Public URL: https://nottingham-repository.worktribe.com/output/1345332
• Publisher URL: https://www.sciencedirect.com/science/article/pii/S0742051X17302731?via%3Dihub