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Exploring Korean College of Education Pre-service Teacher Persistence Toward a Teaching Career: Quantitative Analysis of Reasons and Factors for Persisting

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  • Yvette Denise Murdoch
  • Hyejung Lim

Abstract

Teacher attrition is a global concern. Because motivation drives a teacher to persist in their teaching career and affects their effectiveness, persistence among pre-service teachers is important. This exploratory study ( N  = 55) of college of education students at a university in metropolitan Seoul, South Korea, using survey data, used (a) independent samples t-test to determine reasons for persisting and (b) correlation analysis among demographics and five persistence factors: Academic Integration, Social Integration, Supportive Service Satisfaction, Degree Commitment, and Academic Conscientiousness to understand persistence to a teaching career. The main motivation, job security, moderately correlated with two persistence factors while general interest in the subject and English proficiency positively associated with all persistence factors. The higher students assessed their English proficiency, the more they did not wish to become a teacher because of “salary.†More frequent and earlier teaching practicums and capitalizing on the Halo Effect are discussed for positive results.

Suggested Citation

  • Yvette Denise Murdoch & Hyejung Lim, 2022. "Exploring Korean College of Education Pre-service Teacher Persistence Toward a Teaching Career: Quantitative Analysis of Reasons and Factors for Persisting," SAGE Open, , vol. 12(4), pages 21582440221, October.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:4:p:21582440221129249
    DOI: 10.1177/21582440221129249
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    References listed on IDEAS

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    1. Josipa Roksa & Peter Kinsley, 2019. "The Role of Family Support in Facilitating Academic Success of Low-Income Students," Research in Higher Education, Springer;Association for Institutional Research, vol. 60(4), pages 415-436, June.
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    3. Josipa Roksa & Peter Kinsley, 2019. "Correction to: The Role of Family Support in Facilitating Academic Success of Low-Income Students," Research in Higher Education, Springer;Association for Institutional Research, vol. 60(4), pages 437-437, June.
    4. Rafael García-Ros & Francisco Pérez-Gónzalez & María Castillo Fuentes & Francisco Cavas-Martínez, 2019. "Predicting First-Year College Student Retention: Validation of the College Persistence Questionnaire in a Spanish Sample," Sustainability, MDPI, vol. 11(16), pages 1-8, August.
    5. Francesconi, Marco & Parey, Matthias, 2018. "Early gender gaps among university graduates," European Economic Review, Elsevier, vol. 109(C), pages 63-82.
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