Turner, S. Scott2024-10-032024-10-032024-08-14Fullmore, JuliaDilla, Benjamin L.Keller, Juliushttps://hdl.handle.net/20.500.14026/2412A major challenge confronting the pilot shortage crisis is the high dropout rate among pilots during their flight training. Although the issue of retaining flight students is well-known, little attention has been given to the impact of the instructor-student relationship on attrition. This study examines that relationship, the application of the coaching leadership style (CLS), and how attribution of instructor behavior (AoIB) influences students' intention to persist (ITP) through the mediation of career decidedness (CD). Tinto's Model of Institutional Departure serves as the theoretical framework to understand better the factors leading to flight student dropout. The study also examines Attribution Theory to explore how people interpret the causes behind behaviors and how these interpretations influence their reactions. The hypotheses explore how altruistic perceptions and leadership activities can boost students' confidence and competence. The research investigates CLS and AoIB within a proposed model and its beneficial effects on persistence, drawing parallels between the manager-employee and instructor-student relationships. It is recommended that flight schools invest in coaching programs for instructors to enhance student reevaluation of career choice and reduce attrition. Persistence is analyzed across various contexts, including workplaces and higher education. Finally, the study highlights the positive influence of instructor support and instrumental value on students' intentions to continue their flight training. This research holds important implications for education and training, particularly in understanding the nuances of instructor-student relationships. By leveraging insights from CLS and Attribution Theory, retention rates in flight training programs could be significantly improved.en-USleadershipintention to persistcareer decidednessattritionaviationTintoModel of Institutional Departure