The Impact of Preservice Preparation and Early Career Support on Novice Teachers’ Career Intentions and Decisions

Abstract

A rationale for providing high-quality support during teachers’ early years is to develop further the skills teachers acquire during preparation and to help overcome weaknesses that might lead them to abandon the profession. Yet, almost no consideration has been given to potential interactions between preservice preparation and induction support received. This study utilizes survey and administrative data to examine the effects, including interactions, of preservice preparation and early career support on new teachers’ career intentions and decisions. Consistent with previous research, we find a direct association between perceived preparation quality and leaving teaching. Moreover, we find the quality and comprehensiveness of mentoring and induction to be related to teachers’ intentions and decisions. Our results also suggest that comprehensive support moderates the relationship between preservice preparation and intentions to leave. The findings point to the importance of considering preservice preparation in combination with induction support in efforts to address teacher attrition.