Program Coherence and Preparedness: Texas Novice Teachers’ Perceptions of Educator Preparation Effectiveness

• In Event: AERA Research in Progress Roundtable Session One
  In Invited Roundtable: Research-in-Progress RT044 (Wednesday)

Abstract

Teacher retention remains one of the most pressing challenges facing U.S. education, with inadequate preparation frequently cited as a leading cause of early career attrition. This quantitative study examines novice teachers’ perceptions of preparedness across seven professional domains measured by the Texas Novice Teacher Survey (2020–2024). Grounded in the framework of program coherence, the study explores whether perceptions of preparedness differ across preparation pathways and institutional characteristics. By identifying where programs are well-aligned and where gaps persist, this research aims to proactively address the teacher retention crisis through improved educator preparation design. Findings will contribute to national efforts to strengthen teacher pipelines and ensure early career teachers are adequately equipped for classroom realities.

Author

• Hannah Chalk, Baylor University