A Phenomenological Study of Pre-Service Teachers' Lived Experiences with Student Support Services and the Implications for Retention

Student support services are critical to a student's university experience and success. The main purpose of this qualitative phenomenological study was to explore pre-service teachers' lived experiences with student support services and the implications for retention at a particular teacher training institution in Jamaica. Ten final-year Jamaican pre-service teachers participated in this study. The data were collected through interviews, journals, and documents. To guide the analysis of the data, Moustakas's (1994, p.120-138) version of phenomenological data analysis was utilized. The findings showed that the participants' experiences with the academic and non-academic support services were positive and negative. The participants indicated that the student support services played a crucial role in shaping their growth and development, while it also ensured that they stayed focused to achieve their educational goals. Some participants indicated that they encountered challenges accessing some of the support services. The findings also showed that some participants indicated that the student support services significantly influenced their retention. Based on the findings it is recommended that the institution utilizes technology to schedule appointments and provide virtual support services to students. Future researchers may conduct a longitudinal study to explore the experiences of pre-service teachers over an extended period from year one enrolment to year four completion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]