Retaining Beginning Teachers: The Moderating Role of the Frequency and Teacher-Perceived Quality of Professional Development

Alternative certification (AC) programs are adopted to address teacher shortages, yet high turnover undermines workforce stability and educational equity. Using a national sample, this study examined how dimensions of in-service support relate to turnover intentions. Regression results revealed that a preparation gap in leaving intentions emerged among teachers with limited support. Crucially, regular (monthly or weekly) mentoring or coaching was associated with a reduction in this disparity. Additionally, higher perceived professional development quality was uniformly associated with reduced moving and leaving intentions for all teachers. Targeted professional support is a vital policy lever to promote a more sustainable teacher workforce.