Stellmacher, AnneAnneStellmacherFranz, SebastianSebastianFranz0000-0002-9425-4196Paetsch, Jennifer LuziaJennifer LuziaPaetsch0000-0001-8599-147X2025-07-102025-07-1020251877-6345https://fis.uni-bamberg.de/handle/uniba/108997Not every student who enrolls in a teacher training program completes it and obtains a degree. Students dropping out of vocational teacher training is a particularly concerning trend in Germany, where there is a signifcant shortage of vocational education and training (VET) teachers. Against this backdrop, it is crucial to understand why students fail to complete their teacher training programs. Using data from the student cohort of the National Educational Panel Study in Germany, this study examines the career choice motivation, academic and social integration, and their relationship with the intention to drop out of 114 students in a VET teacher training program. Additionally, the study explores whether the relationship between career choice motivation and dropout intention of VET teacher training is mediated by academic and social integration, which are established predictors of drop out. We found that extrinsic motivation was positively linked to dropout intention, while intrinsic motivation showed a negative association with dropout intention. No signifcant relationships were found between academic or social integration and dropout intention.engCareer choice motivationDropout intentionAcademic integrationSocial integrationPre-service teachersVocational education and training (VET)370article10.1186/s40461-025-00182-8