The teaching profession in Russia is facing a crisis, with around 200,000 teachers leaving schools last year, the highest dropout rate in seven years. One of the main reasons cited is disappointment with the profession (Vasilyeva, Basyuk, Kazakova, 2022). To address the teacher shortage, attracting graduates from non-teaching bachelor’s programs to teacher training master’s programs is critical. However, these programs face challenges as teaching requires deep professional values and preparation. Despite their importance, research on master’s-level student dropout in Russia remains limited, particularly regarding the role of social integration (Shmeleva, Frumin, 2020; Bekova, 2020).

While dropout at the bachelor’s level is well studied, research on master’s programs is scarce. Studies in other contexts show dropout rates of up to 35.4% in the first year (Zewotir, North, Murray, 2015), with social integration playing a more substantial role for master’s students (Thomsen, 2022). Dropout has severe consequences, including financial loss (Guzman et al., 2021) and reduced career prospects (Phan, 2023). Given the unique expectations of teacher training programs, understanding social integration's influence on dropout is necessary.

This study explores how social integration impacts dropout in teacher training master’s programs, relying on V. Tinto’s Theory of Institutional Departure, which emphasizes educational expectations, social and academic integration, and prior experiences (Tinto, 1993).

A qualitative approach was applied through thematic analysis of semi-structured interviews with 21 students (6 men, 15 women) of the teacher training master’s program at the HSE Institute of Education. Convenience sampling was used, and Zoom interviews followed a guide organized into thematic blocks: reasons for enrollment, attitudes toward the program, learning experiences, withdrawal experiences, and future plans. Analysis was conducted manually without qualitative software.

The findings revealed contradictions in social integration. For some, studying alongside experienced colleagues was demotivating, as it highlighted their lack of teaching expertise. Others experienced isolation due to weak peer relationships, leading to disengagement. Conversely, some respondents noted generally favorable group relationships, marked by mutual support and continued communication post-dropout. Relationships with professors were overall positive, characterized by openness and accessibility. Respondents valued the absence of rigid academic hierarchies but reported dissatisfaction with inadequate support for coursework and theses. This may reflect low preparedness for academic writing rather than communication failures. Interestingly, while group and professor relationships were appreciated, dropout decisions were heavily influenced by consultations with family and friends, indicating low institutional integration. The study highlights the complex role of social integration in dropout. While positive peer and teacher relationships existed, they were insufficient to prevent disengagement, particularly for students expecting stronger networking and emotional support. These findings underscore the need for teacher training programs to enhance social integration, especially for recent graduates transitioning into professional roles. This study is limited to one program at HSE in Moscow, restricting generalizability. Future research should include other institutions and explore targeted interventions to improve retention through stronger social integration in teacher training master’s programs.

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