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Vol._19, 3 (2015) >

Please use this identifier to cite or link to this item: http://hdl.handle.net/10481/39817

Title: Vocational students' intention to drop out in flanders: The role of teacher beliefs
Other Titles: Vocational students' intention to drop out in flanders: The role of teacher beliefs
Authors: Houtte, Mieke van
Demanet, Jannick
Issue Date: 2015
Abstract: For decades, western education confronts the problem of student unqualified dropout, which is most prevalent in vocational education. Relatively little research focuses on the role teachers might play in students’ decision to quit school. By means of multilevel analyses on data of 2589 vocational students in 48 Flemish secondary schools, this study examines whether teachers’ shared expectations of their students associate with vocational students’ (intention to) dropout. In vocational education, teachers’ beliefs about the teachability of students influence students’ intention to quit, irrespective of students’ perceived teacher support and students’ sense of futility
Sponsorship: Universidad de Granada. Departamento de Didáctica y Organización Escolar
Grupo FORCE (HUM-386)
Publisher: Universidad de Granada
Keywords: Vocational education
Dropout intention
Teacher expectations
URI: http://hdl.handle.net/10481/39817
ISSN: 1138-414X
1989-639X
Rights : Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License
Citation: Houte,, M.; Demanet, J. Vocational students' intention to drop out in flanders: The role of teacher beliefs. Profesorado, 19(3): 178-194 (2015). [http://hdl.handle.net/10481/39817]
Appears in Collections:Vol._19, 3 (2015)

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