Transition From Preservice to In-Service Teaching: The Impact of Personal Attributes and Social-Environmental Factors on Well-Being and Perceived Teaching Quality

Abstract

The transition from preservice to in-service teaching is a critical period for early career teachers, often presenting challenges that affect their occupational success and well-being. Identifying factors that influence key outcomes—such as transition difficulties, perceived teaching quality, well-being, and intention to quit—is essential for providing timely support. This longitudinal study examined how preservice teachers’ cognitive attributes (Grade Point Average, pedagogical knowledge, practicum grades), non-cognitive attributes (personality, teaching motivation), and social-environmental support before graduation relate to their teaching outcomes after entering the profession. The sample comprised 1,711 preservice teachers; 206 reported being teachers 10 months after graduation and completed follow-up surveys. Structural equation modeling revealed that cognitive attributes and social-environmental support were not significantly associated with teaching outcomes. Instead, higher conscientiousness, greater openness, and stronger teaching motivation predicted fewer transition difficulties, greater perceived teaching quality, and better well-being. These findings underscore the importance of cultivating non-cognitive skills during teacher training to better prepare future educators.