The Unemployment of Newly Trained Post‐graduate Teachers

Cook, Mark

doi:10.1080/0141192870130203

Cited by 4 publications

(3 citation statements)

References 10 publications

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“…The findings of the present study run parallel to those reported by Cook (1987) who found that commitment to teaching was a strong predictor of job status among PGCE students nine months after completing the course. However, the employment, and in some cases, the unemployment, of newly-qualified teachers is a topic that merits further research using a larger sample, and a wider range of measures, than were available in the present study.…”

Section: Job Statussupporting

confidence: 89%

“…Hellawell & Smithers (1973) found that 35-40% of those undertaking universitybased training did not see teaching as their ideal career choice; some entrants appear to enrol on a PGCE course not as a positive career plan but through an inability to make alternative decisions. Commitment to teaching is closely related to subsequent employment; for instance, Cook (1987) reported that high commitment was strongly predictive of job status among PGCE students nine months after the end of their course. Similarly, 'strength of occupational motivation' is a significant predictor of success in a professionally oriented undergraduate course (Smithers & Batcock, 1970).…”

Section: Academic Backgroundmentioning

confidence: 99%

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The Performance and Subsequent Employment Status of PGCE Students: academic and attitudinal predictors

Parkes

1989

British Educational Res J

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Although much research has been carried out into factors which predict the academic performance of undergraduates, less attention has been given to predictors of success in postgraduate training. In the present study, the extent to which demographic, academic and attitudinal factors predicted the teaching practice and coursework performance of Postgraduate Certificate of Education (PGCE) students was examined. Factual information was obtained from student records, and self‐report data were collected during the first week of the course. The number of students participating was 126 (a 93% response rate). Regression analyses demonstrated that the predictor variables jointly accounted for substantial proportions of the variance in PGCE performance. Degree class, previous teaching experience, professional commitment, high motivation toward teaching, and the interaction between subject area and A level scores were significant predictors of overall performance, but the detailed pattern of results was different for the teaching practice and coursework components. In particular, for teaching practice ratings, the significant predictors included gender (female students received higher ratings than males), marital status (single students received higher ratings than those who were married) and subject area (languages students received lower ratings than students in other areas). Six months after completing the course, 72% of the students had accepted teaching posts and, in a further analysis, factors which predicted employment status were examined. High motivation and good teaching practice marks most clearly discriminated those who entered the teaching profession from those who did not.

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Section: Job Statussupporting

confidence: 89%

Section: Academic Backgroundmentioning

confidence: 99%

The Performance and Subsequent Employment Status of PGCE Students: academic and attitudinal predictors

Parkes

1989

British Educational Res J

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“…The impact of commitment even can reach to the post-graduate period. For example, Cook (1987) reported that many unemployed teacher education graduates still took as priority seeking a teaching position, if they were highly committed in the preservice period. Nevertheless, a study conducted in non-western context reported that even PSTs are uncommitted to teaching, they may choose to enter teaching (Chapman, Al-Barwani, Mawali, & Green, 2012).…”

Section: Consequencesmentioning

confidence: 99%

Antecedents, Correlates, and Consequences of Preservice Teacher Commitment: A Literature Review

Wang¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Commitment relates to teacher retention, performance, and even well-being. Literature reviews have been carried out on practicing teacher commitment whereas the first literature review on preservice teacher commitment has yet to be conducted. This paper presents a descriptive review on 41 empirical studies focusing on preservice teacher commitment. Findings are organized around three questions: What factors influence preservice teacher commitment? What factors intertwine with it? What consequences does it render? The implications of this literature review are elaborated at the end of this paper.

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Preservice teacher professional commitment: A conceptual model and literature review

Wang

Strong

Zhang

et al. 2021

Teaching and Teacher Education

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The Unemployment of Newly Trained Post‐graduate Teachers

Cited by 4 publications

References 10 publications

The Performance and Subsequent Employment Status of PGCE Students: academic and attitudinal predictors

The Performance and Subsequent Employment Status of PGCE Students: academic and attitudinal predictors

Antecedents, Correlates, and Consequences of Preservice Teacher Commitment: A Literature Review

Preservice teacher professional commitment: A conceptual model and literature review

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