Relationship of Selected Variables to Success in a Teacher Preparation Program

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Abstract
Subjects (N = 603) were graduates of a four year teacher preparation program who had completed the American College Test prior to admission to the University, the Mooney Problem Check-list, Kuder Preference Record Vocational and Personal, and Survey of Study Habits and Attitudes as freshmen, and the National Teacher Examinations (NTE) as seniors. Overall Quality Point Average (QPA) and hours of credit and QPAs earned in various subject matter areas were obtained. Results of the study indicated differences in the correlational patterns of the variables for two subgroups (elementary and secondary majors). The most valid predictors of success in teacher preparation as measured by overall QPA and composite scores on the NTE, were social science and major teaching field QPAs. Subjects who had been more successful as compared with those who had been less successful in courses normally taken in lower division college work, i.e., science, social science, and English, tended to complete the teacher preparation program more successfully as measured by overall QPA and scores on the NTE.