The Effects of Teacher Preparation and Support Structures on Teacher Perceptions and Retention

• In Event: Methods and Models of Structural Elements of Teaching

Abstract

To better understand how teacher retention is affected by teacher preparation and support structures, a structural equation model was developed using items from the nationally-representative 2015-2016 NCES National Teacher and Principal Survey. Responses from over 3,100 teachers were used to examine the causal relationships between preservice preparation structures, in-service support structures, and teacher perceptions of preparedness, support and burnout. Results show that preparation and support structures significantly and positively impacted teacher perceptions of preparedness and support. Next, these perceptions significantly lessened teachers’ feelings of being burned out. Finally, all three of these perceptions significantly impacted teachers’ likelihood to remain a teacher. These results have implications for the design and implementation of teacher preparation and support programs impacting retention.

Authors

• Jeffrey Keese, Mercer University

• Lobat Asadi, The University of Texas - Brownsville

• Maro Graham, Texas A&M University - College Station