This qualitative study examined teacher preparation programs in K-12 public schools, focusing on principal perceptions of the strengths and weaknesses of teacher preparation programs and their connections to teacher attrition. Data was collected through semi-structured interviews with K-12 public school administrators to gain insight into the effectiveness of teacher preparation programs. The research highlighted the need for principals' perceptions of the quality of teacher preparation programs. Current literature indicates that these programs often lack adequate practical classroom experience, provide insufficient training for managing diverse student needs, and fail to equip teachers with effective classroom management strategies. Additionally, principals' insights could help emphasize essential updates to improve teacher preparation programs, which, in turn, could enhance teacher retention and overall teacher quality. The findings highlighted the implications for policymakers and school administrators, underscoring the need for more thorough, practice-oriented teacher preparation programs to better support educators and enhance retention in K-12 public schools.
","abstract_html":"<p>This qualitative study examined teacher preparation programs in K-12 public schools, focusing on principal perceptions of the strengths and weaknesses of teacher preparation programs and their connections to teacher attrition. Data was collected through semi-structured interviews with K-12 public school administrators to gain insight into the effectiveness of teacher preparation programs. The research highlighted the need for principals' perceptions of the quality of teacher preparation programs. Current literature indicates that these programs often lack adequate practical classroom experience, provide insufficient training for managing diverse student needs, and fail to equip teachers with effective classroom management strategies. Additionally, principals' insights could help emphasize essential updates to improve teacher preparation programs, which, in turn, could enhance teacher retention and overall teacher quality. The findings highlighted the implications for policymakers and school administrators, underscoring the need for more thorough, practice-oriented teacher preparation programs to better support educators and enhance retention in K-12 public schools.</p>","abstract_has_math":false,"creators":["White, Marvyn C"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Human Services","degree_department":null,"school":null,"contributors":["Brian Uriegas","Sarah Straub","Richard Skuza"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-06-01T07:00:00Z","date_published":"2025-06-01T07:00:00Z","updated_at":"2026-07-24T04:30:49Z","subjects":["Teacher preparation","teacher attrition","teacher turnover","principal","perceptions","preparedness","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Scholarship of Teaching and Learning"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/653","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Brian Uriegas","Sarah Straub","Richard Skuza"]},{"key":"dc:creator","label":"Author","values":["White, Marvyn C"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-07-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human Services"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teacher preparation","teacher attrition","teacher turnover","principal","perceptions","preparedness","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Scholarship of Teaching and Learning"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/653"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative study examined teacher preparation programs in K-12 public schools, focusing on principal perceptions of the strengths and weaknesses of teacher preparation programs and their connections to teacher attrition. Data was collected through semi-structured interviews with K-12 public school administrators to gain insight into the effectiveness of teacher preparation programs. The research highlighted the need for principals' perceptions of the quality of teacher preparation programs. Current literature indicates that these programs often lack adequate practical classroom experience, provide insufficient training for managing diverse student needs, and fail to equip teachers with effective classroom management strategies. Additionally, principals' insights could help emphasize essential updates to improve teacher preparation programs, which, in turn, could enhance teacher retention and overall teacher quality. The findings highlighted the implications for policymakers and school administrators, underscoring the need for more thorough, practice-oriented teacher preparation programs to better support educators and enhance retention in K-12 public schools.
"]},{"key":"dc:title","label":"Title","values":["Bridging Gaps Between Training and Teaching Demands in the 21st Century Classroom: A Qualitative Study of Principal Perceptions on the Quality of Teacher Preparation Programs"]}]}],"canonical_facts":{"dc:contributor":["Brian Uriegas","Sarah Straub","Richard Skuza"],"dc:creator":["White, Marvyn C"],"dc:date.available":["2025-07-11T07:00:00Z"],"dc:description.abstract":["This qualitative study examined teacher preparation programs in K-12 public schools, focusing on principal perceptions of the strengths and weaknesses of teacher preparation programs and their connections to teacher attrition. Data was collected through semi-structured interviews with K-12 public school administrators to gain insight into the effectiveness of teacher preparation programs. The research highlighted the need for principals' perceptions of the quality of teacher preparation programs. Current literature indicates that these programs often lack adequate practical classroom experience, provide insufficient training for managing diverse student needs, and fail to equip teachers with effective classroom management strategies. Additionally, principals' insights could help emphasize essential updates to improve teacher preparation programs, which, in turn, could enhance teacher retention and overall teacher quality. The findings highlighted the implications for policymakers and school administrators, underscoring the need for more thorough, practice-oriented teacher preparation programs to better support educators and enhance retention in K-12 public schools.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/653"],"dc:subject":["Teacher preparation","teacher attrition","teacher turnover","principal","perceptions","preparedness","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Scholarship of Teaching and Learning"],"dc:title":["Bridging Gaps Between Training and Teaching Demands in the 21st Century Classroom: A Qualitative Study of Principal Perceptions on the Quality of Teacher Preparation Programs"],"thesis:degree_discipline":["Human Services"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T04:30:49Z"}