Journal article

Publication year: 2021

Journal: Teaching and Teacher Education

Volume number: 105

ISSN: 0742-051X

eISSN: 1879-2480

DOI Link: https://doi.org/10.1016/j.tate.2021.103350

Publisher: Elsevier

Abstract: 
Teacher recruitment and retention remain a challenge, both in Germany and internationally. To help increase teacher retention rates, the current study investigated to what extent people's choice for a teaching career reflects a well-founded career decision-making process (e.g., collecting information about teaching). Participants were 357 student teachers who completed different measures. Results showed that career exploration and decision making self-efficacy, its sources, emotional support, field experience, and teacher motivation jointly interact to determine teaching career decidedness and future teacher self-efficacy. Implications for recruitment programs as well as for future research on people's choice for becoming a teacher are discussed. (C) 2021 Published by Elsevier Ltd.

Harvard Citation style: Wolf, A., Auerswald, S., Seinsche, A., Saul, I. and Klocke, H. (2021) German student teachers' decision process of becoming a teacher: The relationship among career exploration and decision-making self-efficacy, teacher motivation and early field experience, Teaching and Teacher Education, 105, Article 103350. https://doi.org/10.1016/j.tate.2021.103350

APA Citation style: Wolf, A., Auerswald, S., Seinsche, A., Saul, I., & Klocke, H. (2021). German student teachers' decision process of becoming a teacher: The relationship among career exploration and decision-making self-efficacy, teacher motivation and early field experience. Teaching and Teacher Education. 105, Article 103350. https://doi.org/10.1016/j.tate.2021.103350