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

Abstract

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.

Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction

“…Turnover intentions originate, intensify or fade away in the learning processes in teacher education and in work at school (Hong, 2010). It has been suggested that although teachers' turnover intentions do not always lead to a decision to leave the profession, nonetheless they may affect teachers' efforts and effectiveness (DeAngelis, Wall, & Che, 2013;Ladd, 2011). Teacher-student interaction constitutes a new context for early career teachers' learning that may challenge the development of their sense of professional agency and even lead to turnover (McCormack, Gore, & Thomas, 2006).…”

Les motifs évoqués par les enseignants débutants pour expliquer leur envie de quitter le métier et les implications pour soutenir leur persévérance

“…D'abord, une pénurie d' enseignants qualifiés dans plusieurs champs et dans plusieurs ordres d' enseignement s' engage graduellement au Québec (Tardif, 2016) et coïncide avec le taux à la hausse du décrochage des débutants, comme dans d'autres pays nord-américains, depuis les dernières années (Bélair et Lebel, 2007;Bourque et al, 2007;Ingersoll et Strong, 2011;Karsenti et al, 2013;Smith et Ingersoll, 2004). Ce décrochage des enseignants affecte la qualité de l' enseignement offert aux élèves et, par le fait même, leur apprentissage, en entrainant une certaine discontinuité dans l'enseignement (DeAngelis, Wall et Che, 2013;Hattie, 2009;Leroux et Mukamurera, 2013;Synar et Maiden, 2012). Le décrochage peut également nuire à l' établissement d'une forte cohésion au sein de l' équipe-école qui est pourtant déterminante dans l' établissement d'un climat favorable à la persévérance scolaire (Karsenti et al, 2013).…”

Teacher Education and Teaching in the Present Political Landscape

“…Finally, we also know from research that ongoing professional support of teachers, whether they have been certified through traditional or alternative programs and especially during the early years of their careers, is critical in reducing the number who leave the profession (e.g., DeAngelis, Wall, & Che, 2013). Thus, a related issue of concern is the extent to which the charter school and alternative certification track movements will lead to an even more unbalanced emphasis on teacher production, in contrast to teacher support.…”