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The Brightest and the Best: Factors Influencing the Retention or Withdrawal of Completing Teachers

The Brightest and the Best: Factors Influencing the Retention or Withdrawal of Completing Teachers Allegations that the most able simply intend to leave teaching were challenged by qualitative and quantitative data collected from 147 prospective teachers completing their credentialling diploma. A conceptual framework combining personal construct and social learning theories modelled the influences of personal, academic and social factors on intended persistence. A single line version of the repertory grid elicited reasons for intended persistence or withdrawal which were coded into 11 categories supported by the literature. A multiple classification analysis showed that those who were confident of promotion and who were committed to and satisfied by teaching intended persisting. While the findings were less clear for psychological constructs and for academic and social integration, some of the best prospective teachers intended staying for at least five years. The course itself was well received. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

The Brightest and the Best: Factors Influencing the Retention or Withdrawal of Completing Teachers

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References (9)

Publisher
SAGE
Copyright
© 1989 SAGE Publications Ltd, unless otherwise noted. Manuscript content on this site is licensed under Creative Commons Licenses
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/168781408903300204
Publisher site
See Article on Publisher Site

Abstract

Allegations that the most able simply intend to leave teaching were challenged by qualitative and quantitative data collected from 147 prospective teachers completing their credentialling diploma. A conceptual framework combining personal construct and social learning theories modelled the influences of personal, academic and social factors on intended persistence. A single line version of the repertory grid elicited reasons for intended persistence or withdrawal which were coded into 11 categories supported by the literature. A multiple classification analysis showed that those who were confident of promotion and who were committed to and satisfied by teaching intended persisting. While the findings were less clear for psychological constructs and for academic and social integration, some of the best prospective teachers intended staying for at least five years. The course itself was well received.

Journal

Australian Journal of EducationSAGE

Published: Aug 1, 1989

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