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Dissertation/Thesis Abstract

Preparing for changes in teacher preparation program accountability: Evaluating the factors that influence job placement of teacher preparation program graduates
by Johnson, Amy F., Ph.D., University of Southern Maine, 2015, 142; 3740382
Abstract (Summary)

Teacher preparation programs are facing increased pressure to report on the outcomes of their graduates, including their job placement rates. Prior research on job placement for teachers establishes that a variety of factors are related to whether or not individuals apply for and receive jobs. This research study explored these factors through quantitative analysis of three cohorts of teacher preparation program completers within the institutions of the University of Maine system, using logistic regression to identify the individual and contextual characteristics that are most predictive of job application and hiring.

Of the factors studied, the most influential factors in job placement in public schools in the state were (1) in-state residency status, (2) preparation in a teacher shortage area, (3) completion of a post-baccalaureate preparation pathway, (4) receipt of financial assistance that requires completion of future teaching service, (5) institution attended, (6) GPA relative to other graduates, (7) year of graduation, and (8) age at the time of completing the program. However, these combined variables provide less than 20% of the potential predictability in job placement outcomes. This suggests that additional work is needed to identify the factors influencing beginning teacher placement. Job placement rates for preparation programs should be interpreted with caution, as at least some of the related factors are not within the control of preparation programs (e.g. year of graduation). Furthermore, the use of job placement rates to make high-stakes decisions may provide incentives to programs to implement policies that may not be ethical (such as preferential admission of younger applicants) or that may not be advisable for other reasons.

Indexing (document details)
Advisor: Silvernail, David L.
Commitee: Colgan, Charles S., Fallona, Catherine
School: University of Southern Maine
Department: Public Service
School Location: United States -- Maine
Source: DAI-A 77/05(E), Dissertation Abstracts International
Subjects: Education Policy, Teacher education, Higher education
Keywords: Accountability, Accreditation, Job placement, Teacher preparation
Publication Number: 3740382
ISBN: 978-1-339-32488-3
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