Decisions to enter and continue in the teaching profession: Evidence from a sample of U.S. secondary STEM teacher candidates |
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| Institution: | 1. Department of Psychology, Cleveland State University, United States;2. Department of Teacher Education, Cleveland State University, United States;3. Department of Economics, Cleveland State University, United States;1. Department of Research and Evaluation Authority, Oranim Academic College of Education, Kiryat Tivon, 36006, Israel;2. The Center for Educational Technology, 16 Klausner St. P.O.B 39513, Tel Aviv, 61394, Israel;1. Research Group Education and Labour Market, Research Institute for Work and Society (HIVA), KU Leuven, Parkstraat 47 - Box 5300, 3000 Leuven, Belgium;2. MICAS, Microelectronics and Sensors, Department of Electrical Engineering (ESAT), KU Leuven, Kasteelpark Arenberg 10 - Box 2443, 3001 Leuven, Belgium;3. Centre for Instructional Psychology and Technology, Faculty of Psychology and Educational Sciences, KU Leuven, Dekenstraat 2 - Box 3773, 3000 Leuven, Belgium;1. Centre for Research and Development of Higher Education, Faculty of Behavioural Sciences, University of Helsinki, P.O.Box 9 (Siltavuorenpenger 5A), 00014, Finland;2. School of Applied Education and Teacher Education, University of Eastern Finland, P.O.Box 86 (Kuninkaankartanonkatu 5), 57101 Savonlinna, Finland;3. School of Education, University of Tampere, Åkerlundinkatu 5, FI-33014, Finland;4. Department of Educational Sciences and Teacher Education, University of Oulu, P.O.Box 2000, 90014, Finland |
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| Abstract: | Given its prevalence and cost it is imperative to identify predictors of early career teacher turnover intentions and behavior. During their final year as education majors, 311 US, STEM Secondary Education students rated their student teaching experience, the strength of their teacher identity, and their intent to enter the teaching profession. Within 1–3 years after graduating 191 of them reported whether they remained in the teaching profession. One's identity as a teacher, as well as the perceived quality of student teaching experiences, predicted both intent and actual entry into the teaching profession. Furthermore, teacher identity mediated the relationship between student teaching satisfaction and outcomes. |
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| Keywords: | Preservice teachers Employee turnover Teacher identity Secondary education Teacher education |
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