The Commitment and Retention Intentions of Traditional and Alternative Licensed Math and Science Beginning Teachers

Kristen Anne Corbell, Sherry Booth, Alan J. Reiman

Abstract


Teachers often enter the profession through a traditional (four-year teacher education program) or an alternative route without an education degree and appropriate testing credentials. Math teachers entering through an alternative route have a higher rate of attrition than math teachers with a traditional license. In addition, math and science teachers have a higher attrition rate than other teachers. This article looks at specific differences between traditionally and alternatively licensed math and science teachers' commitment to teaching and retention intentions. The differences explored can provide school system leaders with an insight into how to differentiate the induction experiences for math and science teachers with alternative and traditional licenses

Keywords


beginning teachers; math and science; alternative license; traditional license

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DOI: https://doi.org/10.3776/joci.%25y.v4i1p50-69

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