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

• In Event: Cross-Race Mentoring and Mentoring of K-12 Novice Teachers

Abstract

Increasing attention has been paid during the past several years to the impact of teachers’ pre-service preparation and early career support (i.e., mentoring and induction) on their decisions to remain in or leave the profession. Nearly all studies to date, however, have focused on either the effects of pre-service preparation or the effects of early career support. Surprisingly, almost no consideration has been given to potential interaction effects between pre-service preparation and early support. In this study, we extend the knowledge base by using a combination of survey and longitudinal administrative data to examine the effects, including interaction effects, of the quality of pre-service preparation and early mentoring support on both the career intentions and actual behaviors of new teachers.

Authors

• Karen J. DeAngelis, University of Rochester

• Jing Che, University of Rochester

• Andrew Wall, University of Rochester