The Role of Perceived Preparedness in Understanding Beginning Teacher Turnover

• In Event: Creating a Healthy Education System to Thrive In

Abstract

The quality and stability of the teaching force are fundamental to an equitable and just education system. This study leverages a nationally representative sample of beginning teachers to investigate the impact of certification routes and the role of perceived preparedness in teachers’ career decision-making. While the primary analysis does not reveal a statistically significant association between certification routes and turnover intentions, evidence suggests that alternative certification teachers are more likely to report lower levels of perceived preparedness. The mediating analysis supports the hypothesized role of perceived preparedness as an intervening factor in the relationship between certification routes and turnover intentions. These findings provide significant insights into teacher preparation and retention, which are further discussed in the paper.

Author

• Shuai Li, University of Virginia