Vocational students' intention to drop out in flanders: The role of teacher beliefs Houtte, Mieke van Demanet, Jannick Vocational education Dropout intention Teacher expectations 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 2016-02-08T10:01:05Z 2016-02-08T10:01:05Z 2015 info:eu-repo/semantics/article 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] 1138-414X 1989-639X http://hdl.handle.net/10481/39817 eng http://creativecommons.org/licenses/by-nc-nd/3.0/ info:eu-repo/semantics/openAccess Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License Universidad de Granada