Source: European Journal of Teacher Education, Volume 37, Issue 3, 2014, pages 279-294
The current study identifies the predictors of teacher education graduates’ choice on job entry.
The participants were 217 student teachers (subsequently graduates) of integrated teacher training for secondary education.
They were surveyed shortly before as well as shortly after graduation.
Results indicate that gender, initial motivation for teaching, mentor support, teacher education preparation, teacher efficacy, learner-oriented beliefs, performance in teacher education, and employment opportunities show differences between graduates who entered and those who did not enter the teaching profession.
Results validate the importance of teacher education (i.e. mentor support) – beside initial motivation and labour market factors – to explain graduates’ decision on job entry.
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