Teacher education graduates’ entrance into the teaching profession: Development and test of a model

  • Isabel Rots
  • Antonia Aelterman


This study aims to advance insight into the relationship between teacher education and graduates’ intended and actual entrance into the teaching profession. Moreover, it indicates how this relationship varies between teacher training for primary education (i.e., programs for class teachers-to-be) and teacher training for secondary education (i.e., programs for subject teachers-to-be). A hypothetical model of graduates’ entrance into the teaching profession comprising empirically grounded variables was developed. Besides teacher education related variables, other factors (e.g., motivation and labour market) were included. Data for this study were collected based on a sample of 301 teacher education graduates. Logistic regression analysis shows that intention to enter teaching is a valid predictor of actual entrance. Path analysis was applied to test the hypothetical pattern of (inter)relationships between the variables. For graduates from teacher training for pre-school and primary education, the path model accounts for 33% of the variance in intention to enter teaching. For teacher training for secondary education the explained amount of variance is 44%. Results are largely consistent across the two types of teacher training showing a small, although statistically significant, contribution of teacher education above other antecedents of graduates’ intention to enter teaching.

Key words

Graduates Intention Teacher education Teaching commitment Teaching (occupation) 


Cette étude vise à examiner la relation entre la formation des enseignants et le choix des diplômés d’entrer ou non dans la profession enseignante. En outre, elle montre comment cette relation varie selon le type de formation. Un modèle hypothétique de l’entrée dans la profession enseignante a été construit. En dehors des variables sur la formation des enseignants, ce modèle contient d’autres variables (p. ex., motivation et marché du travail). 301 diplômés ont reçu un questionnaire à remplir. La régression logistique indique que l’intention d’entrer dans la profession enseignante est un indicateur valide de l’entrée effective. Pour deux types de formation des enseignants, une méthode d’analyse de piste causale (path analysis) a été effectuée afin d’examiner les interrelations des variables. Pour des diplômés de formation des enseignants du préscolaire et primaire, le modèle explique 33% de la variance de leur intention d’entrer dans la profession. Pour des diplômés du degré secondaire, la quantité de variance expliquée est 44%. En grande partie, les résultats sont consistants à travers les deux types de formation des enseignants. Les résultats indiquent un effet limité, bien que statistiquement significatif, de la formation des enseignants sur l’intention des diplômés d’entrer dans la profession enseignante.


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Copyright information

© Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands 2009

Authors and Affiliations

  • Isabel Rots
    • 1
  • Antonia Aelterman
    • 1
  1. 1.Department of Educational StudiesGhent UniversityBelgium

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