A lack of qualified teachers is a common problem in many European countries. Investigating reasons for non-completion in teacher education programs and examining, which alternatives seem to attract former teacher education students, is hence important to understand the origin of teacher shortage. Based on data from the National Educational Panel Study (NEPS), we examined career pathways of about 350 persons who not completed teacher education with a university degree that qualifies for teaching. We assume that former teacher education students chose a career that exceed the benefit-cost calculus of becoming a teacher and offer a higher chance of success. Preliminary results reveal that 60% of respondents were still studying at a university one month after leaving their teacher training program and, hence, remain in higher education. Sequence analysis are planned to identify career patterns. Findings are discussed in terms of their implications.

Extended abstract, 600-1000 words (incl. references):

Theoretical background and research question
Completing a teaching degree is a significant step on the path to becoming a teacher. However, not all students who enroll in a teaching degree program do graduate. Compared to other courses of study, the number of dropouts in the teaching degree program is rather low. While the average dropout rate at German universities is 31%, only 21% of student teachers drop out (Heublein et al., 2022). Despite the low dropout rate, the failure to complete a teaching degree represents an educational policy problem, as Germany is currently facing a massive shortage of teachers. One way to counteract this development is to have more student graduating from a teacher education program.
Against this background, it is crucial to understand why students drop out of their teacher training programs despite having a clearly defined career path with excellent labor market prospects. In general, two main reasons for dropping out can be distinguished: On the one hand, students cannot meet the academic requirements of the degree programs. On the other hand, students may choose a different career path that seems more attractive than a career as a teacher (Chambers et al., 2010; Hobson et al., 2009). In this paper, we focus on the latter and explicitly address career paths that are alternatives to the initial decision to become a teacher. Such alternatives may include dropping out of higher education altogether or switching to another degree program. A distinctive feature of the teacher education program is that students may retain their majors but pursue a different course of study that leads to careers other than teaching.
The goal of this paper is to identify typical patterns of student dropout in teacher education programs. This approach must take into account that, from an individual perspective, it may be rational not to complete a teaching degree program because other alternatives appear more attractive. Therefore, the factors that are responsible for such shifts in the perception of the attractiveness of degree programs will be investigated. The theoretical framework for examining these factors is provided by sociological decision models of educational and career decisions from the rational choice theory family (Breen & Goldthorpe, 1997), which we apply here to the revision of the original decision to become a teacher. According to this theory, the alternative chosen should exceed the benefit-cost calculus of becoming a teacher and offer a higher chance of success.
In this way, we aim to gain insights that can serve as a basis for policy measures to increase the attractiveness of teaching degree programs.

Method
The data basis of the present study is a sample of student teachers from Start Cohort 5 of the National Education Panel (NEPS; Blossfeld & Roßbach, 2019), which spans all types of teacher training programs and subject groups offered in Germany. The sample contains career histories of 5500 student teachers, 350 of whom demonstrably dropped out of their teacher training program or did not start a Master of Education after successfully completing a Bachelor of Education.
The statistical method used is sequence pattern analysis, which is based on a combination of optimal matching and cluster analysis and allows comparison between life histories of single individuals. Status data were processed by month.

Preliminary results
Initial findings from the preliminary analyses show that approximately 60% of the respondents were still studying at a university one month after leaving their teacher training program. Only 8% had started an apprenticeship and 16% were in regular employment. Approximately 12% were on an internship, parental leave, or military or voluntary service. Only a very small percentage, 4%, is unemployed.
In the presentation, the identified patterns will be presented and discussed in terms of their implications. The focus will be on explaining why student teachers consider other career paths more attractive than others and leave the teaching profession.
 
Literature
Blossfeld, H.-P., & Roßbach, H.-G. (Hrsg.). (2019). Education as a Lifelong Process: The German National Educational Panel Study (NEPS) (Bd. 3). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-23162-0
Breen, R., & Goldthorpe, J. H. (1997). Explaining Educational Differentials. Towards a Formal Rational Action Theory. Rationality and Society, 9(3), 275–305. https://doi.org/10.1177/104346397009003002
Chambers, G. N., Hobson, A. J., & Tracey, L. (2010). ‘Teaching could be a fantastic job but …’: Three stories of student teacher withdrawal from initial teacher preparation programmes in England. Teachers and Teaching, 16(1), 111–129. https://doi.org/10.1080/13540600903475652
Heublein, U., Hutzsch, C., & Schmelzer, R. (2022). Die Entwicklung der Studienabbruchquoten in Deutschland [The development of drop-out rates in Germany] (Nr. 5; DZHW Brief). DZHW. https://doi.org/10.34878/2022.05.dzhw_brief
Hobson, A. J., Giannakaki, M.-S., & Chambers, G. N. (2009). Who withdraws from initial teacher preparation programmes and why? Educational Research, 51(3), 321–340. https://doi.org/10.1080/00131880903156906
Sackmann, R. (2013). Lebenslaufanalyse und Biografieforschung: Eine Einführung. Springer-Verlag.