Teachers' beliefs about students,and the intention of students to drop out of secondary education in Flanders |
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| Institution: | 1. ENS Paris-Saclay, SATIE UMR 8029, 61 avenue du Président Wilson, Cachan, 94235, France;2. Paris-Sud University, L2S UMR 8506, 3 rue Joliot-Curie, Gif-sur-Yvette, 91192, France;3. Paris-Nanterre University, LEME EA 4416, 50 rue de Sèvres, Ville d’Avray, 92410, France;4. Nice Sophia-Antipolis University, Lab. J.L. Lagrange, UMR 7293, Parc Valrose, Nice, 06108, France;1. Arizona State University, T. Denny Sanford School of Social and Family Dynamics, P.O. BOX 873701, Tempe, AZ 85287-3701, United States;2. Arizona State University, Department of Psychology, PO Box 871104, Tempe, AZ 85287-1104, United States |
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| Abstract: | Students dropping out of education with no qualifications has been an important problem in the West for decades. Little relevant research has concentrated on school characteristics, and research into the role teachers might play in students' decision to quit school is particularly scarce. Using multilevel analyses of data for 11,844 students in 84 Flemish secondary schools, we investigate whether teachers' shared expectations of students are associated with students' intention to drop out. Particularly in vocational education, teachers' beliefs about the teachability of students influence the students' intention to quit, irrespective of perceived teacher support and students' sense of futility. |
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| Keywords: | Dropout Teacher beliefs Vocational education Teacher expectations |
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