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Abstract
Social workers, supervising students during their field instruction, significantly affect the students' professional competence. This study focuses on the factors causing them to drop out of supervision, on the assumption that an understanding of the phenomenon will enable academia to reduce the turnover by taking appropriate measures to ensure their enduring commitment.
An instrument was developed reflecting the possible reasons, and including questions relating to their experience of supervision. A few more questions were added related to supervisors' level of commitment to student supervision and their satisfaction while they were supervising students in the past. The questionnaire was sent to 83 former supervisors; 63% responded.
The findings show that the main reasons for their drop out were extrinsic; therefore, it is essential to develop a policy of incentives, offering differential rewards related to the supervisors' professional profile.
