Pre-Service Teachers’ Program Satisfaction and Retention: Academic Experience, Professional Commitment, Teaching Efficacy, and Academic Engagement

• In Event: AERA Poster Session Saturday 7:45 am
  In Poster Session: Program Design and Praxis in Preservice Teacher Education: Emotions, Efficacy, and Community Engagement

Abstract

This study examined pre-service teachers’ program satisfaction and retention in relation to academic characteristics (academic year and program type), professional commitment, teaching efficacy, and academic engagement. An online survey was completed by 180 pre-service teachers enrolled in early childhood education, elementary education, and secondary education programs at a U.S. public university. Program satisfaction was predicted by academic year, enrollment in elementary education, and professional commitment, whereas teaching efficacy and academic engagement were not. Program retention was predicted by professional commitment and academic engagement, while academic year, program type, and teaching efficacy were not. These findings enhance understanding of pre-service teachers’ satisfaction and retention and highlight the importance of supporting professional commitment and academic engagement in teacher preparation programs.

Authors

• Hyun-Joo Jeon, University of Nevada - Reno

• Brianna Barnes, University of Nevada - Reno

• Jillian Way, University of Nevada - Reno

• Ravyn Routsis, University of Nevada - Reno