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Factors that influence pre-service teachers' persistence

Kim, Elizabeth; Corcoran, Roisin P.

Authors

Elizabeth Kim



Abstract

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
Print ISSN 0742-051X
Publisher Elsevier
Peer Reviewed Peer Reviewed
Volume 70
Pages 204-214
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
DOI https://doi.org/10.1016/j.tate.2017.11.015
Keywords Education
Publisher URL https://www.sciencedirect.com/science/article/pii/S0742051X17302731?via%3Dihub
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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