A prediction of student teaching satisfaction of the Iowa State teacher education graduates using a combination of selected variables

The major purpose of this study was to use available survey data to examine the relationships of student characteristics and teacher preparation variables to student teaching satisfaction. To accomplish this purpose, student teaching satisfaction was examined in two parts, (1) overall student teaching satisfaction using a combination of four satisfaction variables, and (2) the single item identified from the four separate analysis Based on your student teaching experience, what is your reaction to teaching as a career ? for both of these dependent satisfaction variables, a combination of independent variables (student characteristics and teacher preparation variables) were used to predict overall student teaching satisfaction of the Iowa State teacher education graduates, and the graduates\u27 ratings of their satisfaction towards teaching as a career based on the student teaching experience;Based on the results from the multiple regression analysis, working with people was the best predictor of overall student teaching satisfaction, accounting for 10 percent of the variance. Self-evaluation as a future teacher, content preparation in your area of specialization, length of student teaching, change in student teaching length, understanding and managing behavior problems in the classroom, autonomy, security, work relationships, and using community resources, together accounted for an additional 16 percent of the variance;For the second dependent satisfaction variable, the results from the multiple regression analysis indicated that self-evaluation as a future teacher was the best predictor of satisfaction with teaching as a career based on the student teaching experience. Alone, this variable accounted for 16 percent of the variance. Other significant predictors were, working with people, length of student teaching, change in student teaching length, autonomy, admit grade point average to teacher education at the time of admission, multicultural learning, grade levels student taught, and understanding and managing behavior problems in the classroom, together accounted for an additional 21 percent of the variance