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Antecedents of student teachers' affective commitment to the teaching profession and turnover intention.

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Title: Antecedents of student teachers' affective commitment to the teaching profession and turnover intention.
Authors: Christophersen, Knut-Andreas1 (AUTHOR), Elstad, Eyvind2 (AUTHOR) eyvind.elstad@ils.uio.no, Solhaug, Trond3 (AUTHOR), Turmo, Are4 (AUTHOR)
Source: European Journal of Teacher Education. 2016, Vol. 39 Issue 3, p270-286. 17p.
Subject Terms: *Student teacher attitudes, *Education of student teachers, *Teacher education, *Mentoring in education, *Elementary education, Professional-student relations
Abstract: Several European countries have experienced both a dearth of and reduction in the quality of applicants to teacher education study programmes. There is also significant leakage from these programmes. The rationale for this study therefore lies in the need to reduce teacher attrition. Research indicates that affective commitment to a profession is an important factor in sustaining good professional practice. This study explores the antecedents of both commitment and turnover intention among student teachers in Norway. The analysis indicates that there are stronger associations between commitment and experiences (particularly from dialogues with school mentors) gained during and after teaching practice in schools than is the case for the more campus-based elements of training. One implication is that there may be justification for placing emphasis on improving the preparation of school mentors and on points of contact between teacher educators and school mentors. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Antecedents of student teachers' affective commitment to the teaching profession and turnover intention.
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  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Teacher+Education%22">European Journal of Teacher Education</searchLink>. 2016, Vol. 39 Issue 3, p270-286. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Student+teacher+attitudes%22">Student teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+of+student+teachers%22">Education of student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mentoring+in+education%22">Mentoring in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br /><searchLink fieldCode="DE" term="%22Professional-student+relations%22">Professional-student relations</searchLink>
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  Data: Several European countries have experienced both a dearth of and reduction in the quality of applicants to teacher education study programmes. There is also significant leakage from these programmes. The rationale for this study therefore lies in the need to reduce teacher attrition. Research indicates that affective commitment to a profession is an important factor in sustaining good professional practice. This study explores the antecedents of both commitment and turnover intention among student teachers in Norway. The analysis indicates that there are stronger associations between commitment and experiences (particularly from dialogues with school mentors) gained during and after teaching practice in schools than is the case for the more campus-based elements of training. One implication is that there may be justification for placing emphasis on improving the preparation of school mentors and on points of contact between teacher educators and school mentors. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02619768.2016.1170803
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        Text: English
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      – SubjectFull: Teacher education
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      – SubjectFull: Mentoring in education
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