Explanatory factors the student teachers drop out rates

Revista Complutense de Educación. 2017;28(2):609-630 DOI 10.5209/rev_RCED.2017.v28.n2.50009


Journal Homepage

Journal Title: Revista Complutense de Educación

ISSN: 1130-2496 (Print); 1988-2793 (Online)

Publisher: Universidad Complutense de Madrid

Society/Institution: Servicio de Publicaciones, Universidad Complutense de Madrid

LCC Subject Category: Education: Education (General)

Country of publisher: Spain

Language of fulltext: Spanish, English

Full-text formats available: PDF



Jorge Ricardo Vergara Morales (Universidad de Concepción, Chile)

Eva Boj del Val (Universidad de Barcelona)

Omar A. Barriga (Universidad de Concepción)

Claudio Díaz Larenas (Universidad de Concepción)


Double blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 8 weeks


Abstract | Full Text

The aim of this study is to identify the factors that influence student-teachers drop-out rates, taking their individual and academic characteristics into account. The study was conducted on 531 student-teachers from the 2009 cohort. This is a quantitative and non experimental study of a longitudinal nature and an explanatory research design. To collect the data a secondary data analysis was used and the data were later analysed by the survival analysis method and modelled by the Cox proportional hazards regression model. The findings show that the individuals variables that explain student-teachers' drop-out rates correspond to the gender and place of origin (Bío-Bío región). On the other hand, the academics variables that explain student-teachers' drop-out rates correspond to the secondary education grade point average, place in the list of selected, secondary education with a scientific and humanities oriented curriculum, total signed up courses, latest academic grade point average and withdrawal from university. It is concluded that the abilities associated with the level of achievement of academic results and social support for students, management constitute important aspects to keep the commitment to stay in school academic program. To the extent that management skills and support are positive, students will have favorable interactions that will support their participation at the institutional level, which promote intellectual and academic development. Finally, it is concluded that the level of institutional policy is relevant to manage the support of the abilities and the adaptation of students as they will contribute in creating a positive balance between academic and social integration, from the configuration of elements they support the development of a context of motivation which will maintain the commitment of students achieving the goal of graduation.