ERIC Number: ED402271
Record Type: RIE
Publication Date: 1996-Feb
Reference Count: N/A
Entering Personal and Academic Characteristics of a Longitudinal Sample of Persisting and Nonpersisting Teachers Seven Years after Commencement of Teacher Preparation.
Marso, Ronald N.; Pigge, Fred L.
This longitudinal study was designed to compare the academic, personal, and family characteristics of those teacher candidates persisting and not persisting through teacher preparation and the early years of classroom teaching. The candidates' (N=551) personal, family, and academic characteristics were collected upon commencement of teacher preparation. Seven years later the candidates were classified by degree of persistence as follows: not certified as teachers (21 percent), certified but not teaching (28 percent), part-time teachers (22 percent), and full-time teachers (29 percent). The candidates' gender, major, initial extent of assurance about teaching, and time at which they decided to become teachers were found to be associated with their degree of persistence in the transition from student to teacher but not their level of academic aptitude, level of basic academic skills, and self-rating of their expected effectiveness as future teachers. Relationships between findings from the present study and findings from the National Longitudinal Survey of teacher attrition were discussed, and several implications for effective teacher recruitment were drawn including the conclusion that the "making of teachers" appears to be a high risk and costly business when only 29 percent of a class of candidates have made a successful transition to full-time teaching 7 years after the commencement of teacher preparation. (Contains 21 references.) (Author/ND)
Descriptors: Academic Ability, Academic Aptitude, Beginning Teachers, Career Choice, Elementary Secondary Education, Faculty Mobility, Longitudinal Studies, Predictor Variables, Teacher Attitudes, Teacher Certification, Teacher Characteristics, Teacher Persistence, Teacher Selection, Theory Practice Relationship
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Association of Teacher Educators (St. Louis, MO, February 24-28, 1996). For related document, see SP 036 847.