The Perceptions of Alternatively Certified K-12 Public School Teachers in One Division in Virginia Regarding Their Preparedness to Teach and the Training and Administrative Support They Need for Retention

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.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Department dc:contributor.department

Educational Leadership and Policy Studies

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2023

Author dc:creator

• Rankin, Kristin Rachelle Lazenby

Chair dc:contributor.committeechair

• Brinkmann, Jodie Lynn

Committee members dc:contributor.committeemember

• Cash, Carol S.
• Sullivan, Molly Lynn
• Price, Ted S.

• teacher attrition
• teacher retention
• Covid-19
• alternative teacher certification
• provisional licensing
• professional development
• teacher mentorship

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

vt_gsexam:36872

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/115687