Exploring turnover intentions and engagement factors among pre-service teachers: a study in Schleswig-Holstein, Germany

The purpose of this study is to investigate the relationship between German pre-service teachers' perception of their campus and field experiences with their anticipated engagement as teachers and their turnover intention. Structural equation modelling was used for data analysis in this study. A survey was conducted with pre-service teachers at two different locations, namely CAU Kiel and Europa-Universität Flensburg (EUF) in Schleswig-Holstein, Germany, as part of an online survey. Pre-service teachers were asked to voluntarily complete an online questionnaire after completing at least one practicum for teachers. The analysis revealed that the perceived relevance of the interaction between theory and practice in the school-based teacher education is the key element to explain both pre-service teachers' anticipated engagement in their future profession as teachers and their turnover intention. Further research is needed to better understand how study experiences are related to quality aspects of teacher education programs.