School Working Conditions and Changes in Student Teachers' Planned Persistence in Teaching

Autor/inn/en	Shirrell, Matthew; Reininger, Michelle
Titel	School Working Conditions and Changes in Student Teachers' Planned Persistence in Teaching
Quelle	In: Teacher Education Quarterly, 44 (2017) 2, S.49-78 (30 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Teaching Conditions; Student Teachers; Persistence; Career Change; Career Choice; Urban Schools; Labor Turnover; School Districts; Student Surveys; Statistical Analysis; Documentation; Content Analysis; Student Characteristics; Likert Scales + Suchen Sie Ihr Suchwort? Lehrbedingungen; Unterrichtsbedingungen; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausdauer; Career changes; Berufswechsel; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Schülerbefragung; Statistische Analyse; Dokumentation; Inhaltsanalyse; Likert-Skala
Abstract	This study examines the relationship between the working conditions of student teaching schools and changes in student teachers' planned persistence in teaching. Planned persistence (and a related construct, initial commitment) is an important predictor of initial entry (Rots, Aelterman, Vlerick, & Vermeulen, 2007) and actual persistence in teaching (Chapman, 1984; Chapman & Green, 1986; Johnson & Birkeland, 2003), making planned persistence an important outcome of interest. This study quantifies the working conditions of student teaching schools in two ways: first, using surveys of more than 1,000 student teachers who student taught in one large urban district during 2 years, and second, using several years of district administrative data on in-service teacher stability in those schools. These measures of school working conditions are used to predict changes during student teaching in student teachers' planned persistence in education, teaching, and the district where they student taught. These analyses shed light on whether the broader school workplace matters to student teachers as they make plans for their future careers or whether other aspects of student teaching are more important, and have implications for the decisions student teaching programs--and school districts--make about where to place student teachers. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11