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ERIC Number: EJ1140411
Record Type: Journal
Publication Date: 2017
Pages: 30
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0737-5328
School Working Conditions and Changes in Student Teachers' Planned Persistence in Teaching
Shirrell, Matthew; Reininger, Michelle
Teacher Education Quarterly, v44 n2 p49-78 Spr 2017
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.
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305B080027