The purpose of this study was to identify the perceptions of alternatively certified public K-12 teachers regarding their preparedness to teach and to identify key areas for training and administrative support needed for teacher retention. This basic qualitative study with elements of phenomenological design included a semi-structured focus group protocol in which 23 candidates participated in four focus groups. Study participants were provisionally licensed K-12 public school teachers in Virginia and represented elementary, middle, and high school teachers in both general and special education roles. Findings indicated that beginning teachers who have completed an alternative teacher certification program (ATCP) do not feel prepared for the teaching role and many have considered leaving the profession prematurely. Additionally, study findings indicate that ATCP teachers perceive that their training did not adequately prepare them for classroom management, working with parents, and managing the many responsibilities of a teacher, resulting in high levels of stress among provisionally licensed teachers. Data demonstrate that increased financial support for required coursework, a reduction in workload, mentoring programs, and more hands-on training will support ATCP teacher retention. Implications of this study's findings indicate that school, district, and state school leaders can positively impact ATCP teacher retention by implementing specific professional development programs, providing coaching and mentoring, and by adjusting ATCP training to better prepare their graduates for teaching in the areas of managing student behavior and working with parents. / Doctor of Education / The purpose of this qualitative study was to identify the perceptions of alternatively certified public K-12 teachers regarding their preparedness to teach and to identify key areas for training and administrative support needed for teacher retention. In this study, 23 candidates participated in four focus groups. Study participants were provisionally licensed K-12 public school teachers in Virginia and represented elementary, middle, and high school teachers in both general and special education roles, as well as school counselors, foreign language teachers, career and technical education, and business teachers.
Findings from this study indicate that teachers who complete alternative teacher certification programs (ATCPs) perceive that they are unprepared when they begin teaching as a result of their training and many consider leaving the profession prematurely. Provisionally licensed teachers perceive they lack adequate training in areas including classroom management, academic instruction, and working with parents, resulting in high levels of stress and feeling overwhelmed. Findings from this study indicate that school, division, and state level educational leaders can provide coaching, mentoring, and professional development opportunities for ATCP teachers that will promote their retention. This study provides a lens through which to examine the experiences of ATCP teachers and understand their perceptions of their unique training and experiences so that they can be better prepared and supported by school leaders in order to remain in the profession. This study also recognizes the resiliency of ATCP teachers who overcome unique challenges in order to remain in their teaching role and positively impact student achievement.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/115687 |
| Date | 09 July 2023 |
| Creators | Rankin, Kristin Rachelle Lazenby |
| Contributors | Educational Leadership and Policy Studies, Brinkmann, Jodie Lynn, Cash, Carol S., Sullivan, Molly Lynn, Price, Ted S. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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