Abstract
This study was conducted as a test of a model of the influences on teacher retention. Discriminant analysis was used to study differences among three groups of college graduates with teaching certificates: (a) those who taught continuously, (b) those who started teaching but left teaching within 5 years, and (c) those who never taught. Meaningful differences were found among the groups in a pattern that supported the model. Implications for school administration, teacher training, and for further model development are discussed.
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