The right job pays: Effects of different types of work on study progress of pre-service teachers

I. Dekker, C.F. Chong, M.C. Schippers, E. van Schooten, L.E.C. Delnoij

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Abstract

Teacher shortages are a significant concern in many countries. Hiring pre-service teachers could help to alleviate this problem while providing students an opportunity to develop skills in a realwork context. However, being employed alongside full-time studying might compete with attendance or self-study and, thereby, hinder study progress. This study analyzed the effect of student employment on the study progress of 132 pre-service teachers, using 25 repeated measures over 4 years (n = 3,245). Employment hours, remuneration, domain-relevance, and timing (year of college) were taken into account. Multilevel growth analyses showed that students who spent more time on a paid teaching job in year 3 or 4 obtained significantly more study credits compared to those who were not paid or got paid for a job outside of education. Overall, student employment did not relate to less study progress and depending on domain-relevance, timing and remuneration, the effect can even be positive.
Original languageEnglish
Pages (from-to)4-29
JournalPedagogische Studiën
Volume101
Issue number1
DOIs
Publication statusPublished - 2024

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