Student Teaching Placement and First-Year School Grade-Level Preference and First-Year Teacher Retention

• In Event: New Questions and Outcomes for Research on Teacher Turnover

Abstract

This study investigated several elementary student teaching placement and first-year teacher assignment grade-level predictors associations with first-year teacher (FYT) retention. Linear and logistic regression analyses were conducted that included data on 157 participants from their last year in their teacher preparation program to the conclusion of their first year as a full-time teacher. Using person-job (P-J) fit to guide our study, we found several student teaching placement grade-level, FYT assignment grade-level, and the match between participants’ placement and assignment grade-level predictors to be associated with FYT retention. These findings have implications for pre-service teacher preparation programs as well as the hiring process for prospective teachers and schools.

Authors

• Jason Michael Miller, Eastern Kentucky University

• Kim Evert, Middle Tennessee State University

• Peter A. Youngs, University of Virginia