The Retention of Education Majors: Implications from the National Survey of Student Engagement

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dc.contributor.authorHe, Hanrui
dc.date.accessioned2023-03-20T21:18:01Z
dc.date.available2023-03-20T21:18:01Z
dc.date.issued2022-05
dc.date.updated2022-05-06T16:04:39Z
dc.description.abstractTeacher preparation programs are struggling as the pipeline of potential teachers is shrinking. Student dropout in teacher education programs could negatively impact the programs and exacerbate the current teacher shortage issue. This quantitative study aimed to determine if academic integration, social integration, institutional environment, and technology usage were significant predictors of education majors' intention to return. The study's data came from the 2019 National Survey of Student Engagement (NSSE) and Learning with Technology (LWT) topical module survey. The participants consisted of 431 education majors from U.S. institutions only. The hierarchical binomial logistic regression analysis results revealed that the quality of interaction with faculty is a statistically significant predictor of education majors' intention to return. Implications for the study include guiding teacher education programs in formulating effective student retention intervention plans. Keywords: Academic integration, social integration, institutional environment, technology usage, education majors, intention to returnen_US
dc.identifier.urihttp://hdl.handle.net/20.500.11989/12746
dc.language.isoenen_US
dc.language.rfc3066en
dc.publisherAustin Peay State Universityen_US
dc.subjectTeachers -- Training ofen_US
dc.subjectNational Survey of Student Engagement (U.S.)en_US
dc.titleThe Retention of Education Majors: Implications from the National Survey of Student Engagementen_US

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