Dissertation/Thesis Abstract

Alternative or Traditional Certification: Does Route to Licensure Impact Teacher Effectiveness and Retention?
by Spencer, Lisa Anne, Ed.D., Trevecca Nazarene University, 2019, 110; 27549262
Abstract (Summary)

The purpose of this study was to determine the impact educator preparation and certification routes have on a teachers’ effectiveness, perceived preparedness and self-efficacy, perceived effectiveness by administrators, retention, and hiring decisions. To date limited research on the effect of educator preparation and certification route on the combination of these concerns is available. This researcher used inferential statistics to determine the effects educator preparation route might have on them. Findings from this study revealed that educator preparation and certification route do have a significant statistical effect on the overall level of effectiveness of non-occupational alternatively-licensed teachers. Findings revealed that administrators perceive these teachers to be significantly weaker in the areas of content knowledge, classroom management, and instructional planning, but this does not impact their decision to hire them. Conversely, alternatively-licensed teachers perceived preparedness and self-efficacy were only significantly different in the area of clinical experience and retention was only slightly impacted.

Indexing (document details)
Advisor: Walker, Marcia
Commitee:
School: Trevecca Nazarene University
Department: Doctoral Studies
School Location: United States -- Tennessee
Source: DAI-A 81/7(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Teacher education, Educational evaluation
Keywords: Alternative certification, Alternatively licensed teacher, Educator certification, Educator preparation, Job-embedded, Teacher licensure
Publication Number: 27549262
ISBN: 9781392866368
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