Retention intention: Modeling the relationships between structures of preparation and support and novice teacher decisions to stay

Abstract

To understand how preservice teacher preparation and in-service support structures impact the retention of novice teachers, a structural equation model utilizing a large-scale, nationally representative sample was proposed and tested. The model revealed a chain of significant directional relationships between preservice structures and feelings of preparedness and between in-service support structures and feelings of being supported. These feelings were shown to significantly lower teacher feelings of being burned out which then significantly impacted teacher retention. Knowledge about how aspects of teacher preparation and support structures impact retention decisions can help stakeholders make better informed choices regarding what they offer their teachers.