The Impact of Preservice Preparation and Early Career Support on Novice Teachers’ Career Intentions and Decisions

A rationale for providing high-quality support during teachers’ early years is to develop further the skills teachers acquire during preparation and to help overcome weaknesses that might lead them to abandon the profession. Yet, almost no consideration has been given to potential interactions betwe...

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Bibliographic Details
Published inJournal of teacher education Vol. 64; no. 4; pp. 338 - 355
Main Authors DeAngelis, Karen J., Wall, Andrew F., Che, Jing
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.09.2013
Corwin Press, Inc
SAGE PUBLICATIONS, INC
Subjects
Beginning Teachers
Careers
Curricula
Faculty Mobility
First year teachers
Logical Thinking
Methods
Polls & surveys
Preservice Teacher Education
Professional development
Professional recruitment
Quality of education
Teacher centers
Teacher centres
Teacher education
Teacher Persistence
Teachers
Training
Vocational guidance
United States
preservice education
quantitative research
teacher induction
recruitment and retention
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Summary:A rationale for providing high-quality support during teachers’ early years is to develop further the skills teachers acquire during preparation and to help overcome weaknesses that might lead them to abandon the profession. Yet, almost no consideration has been given to potential interactions between preservice preparation and induction support received. This study utilizes survey and administrative data to examine the effects, including interactions, of preservice preparation and early career support on new teachers’ career intentions and decisions. Consistent with previous research, we find a direct association between perceived preparation quality and leaving teaching. Moreover, we find the quality and comprehensiveness of mentoring and induction to be related to teachers’ intentions and decisions. Our results also suggest that comprehensive support moderates the relationship between preservice preparation and intentions to leave. The findings point to the importance of considering preservice preparation in combination with induction support in efforts to address teacher attrition.
ISSN:0022-4871
1552-7816
DOI:10.1177/0022487113488945