The shortage of teachers necessitates systems of certification that quickly provide teachers for the field, especially in hard to staff schools. Alternative certification programs have attempted to address the need by enlisting non-certified college graduates and offering these individuals shortcuts to certification, special assistance, or opportunities to study that prepare them for eligibility to obtain their teaching credential. (Darling-Hammond, 2000). These types of programs bring consequences with the benefits. This mixed methods study examined the effect of alternative certification programs on teacher self-efficacy. The Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was administered to interns prior to entering the field and after four months in the field. The results demonstrated a significant drop in teacher self-efficacy from pre- to post-test. In addition, semi-structured interviews identified factors that contributed to the drop in teacher self-efficacy. Implications for teacher education programs are discussed.
|Advisor:||Graf, Victoria L.|
|Commitee:||Huchting, Karen K., Nelson, Susan|
|School:||Loyola Marymount University|
|School Location:||United States -- California|
|Source:||DAI-A 72/12, Dissertation Abstracts International|
|Subjects:||Special education, Teacher education|
|Keywords:||Alternative certification, Certification, Efficacy, Intern, Self-efficacy, Teacher|
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