An Examination of Factors Related to the Job Satisfaction and Retention of Alternatively

Certified Teachers

A Dissertation Defenseby

Jennifer T. Butcher

Dissertation Chair: William Allan Kritsonis, Ph.D.

Prairie View A & M UniversityEducational Leadership

March 2009

Committee Members

William Allan Kritsonis, Ph.D.Chair

Donald R. Collins, Ph.D.Member

David Herrington, Ph.D.Member

Ronald Howard, Ph.D.Member

Dissertation Defense Format

I. Statement of the ProblemII. Theoretical FrameworkIII. Purpose of the StudyIV. Research QuestionsV. MethodVI. Quantitative Major FindingsVII. Qualitative Major FindingsVIII. Review of LiteratureIX. Recommendations

Statement of the Problem

Due to the influx of new teachers from alternative certification programs, it is important to address the problems of attrition and identify strategies that focus on the retention of alternatively certified teachers. There is a need to determine if current alternative certification programs and school districts are providing the training, support, and continued monitoring of alternatively certified teachers (Hill & Barth, 2004).

Theoretical Framework

One theory guiding this study is derived from the economic labor market theory of supply and demand.

In the same vein, Frederick Herzberg’s theory of motivation and job satisfaction which was developed from his studies of engineers and accountants complements the supply and demand theory.

Theoretical FrameworkSupporting Literature

Numerous authors have described the application of the supply and demand theory to the specifics of teacher labor markets in detail (Haggstrom, Darling-Hammond, & Grissmer, 1988; Boardman, Darling-Hammond, & Mullins, 1982).

The supply for teachers is related to the number of qualified individuals willing to teach at a given level of overall compensation.

The demand can be defined as the number of teaching positions offered at a given level of overall compensation.

Purpose of the Study

The purpose of the study was two-fold. To examine factors related to the job

satisfaction and retention of alternatively certified teachers.

To examine factors related to alternatively certified teachers’ decision to enter and remain in the teaching profession.

Research Questions

Quantitative1. What is the profile of alternatively

certified teachers in the selected urban school district included in this study?

2. To what extent do alternatively certified teachers feel supported as novice public school teachers by the district and administrators?

Research Questions

Quantitative3. To what extent do alternatively

certified teachers feel committed to remain in the teaching profession?

4. Is there a relationship between alternatively certified teachers’ perception of support and their commitment to remain in the teaching profession?

Null Hypothesis

H01: There is no statistically significant relationship between alternatively certified teachers’ perception of support and their commitment to remain in the teaching profession?

Research Questions

Qualitative1.What do alternatively certified

teachers report to be the reasons for entering the teaching profession?

2. What do alternatively certified teachers perceive to be the factors that assisted in their development as teachers?

Research Questions

Qualitative3. What do alternatively certified

teachers perceive to be the factors that hindered their development as teachers?

4. What do alternatively certified teachers report to be the reasons that they have remained in the teaching profession?

Research Questions

Qualitative5. What do alternatively certified

teachers report about their early educator preparation experiences?

6. What strategies do the selected urban school district employ to identify and utilize factors that encourage teacher job satisfaction and retention?

Method

Method Quantitative Data was collected in the form

of a researcher developed questionnaire and survey.

Descriptive statistics were used to acquire a profile of participants of the study.

Pearson’s Correlation was used to examine whether a statistical significant relationship existed between alternatively certified teachers’ perception of support and their commitment to remain in the teaching profession.

Method

Qualitative data was collected in the form of structured personal interviews.

Member checking was utilized to give the interview participants an opportunity to review and clarify their responses to the interview questions.

Data was reduced and extracted by clustering and coding.

Data was used to identify emergent themes.

Method

Subjects of the Study (Quantitative) Alternatively Certified Elementary Teachers

Grades Kindergarten through fourth grade One major urban school district in Texas 85 alternatively certified teachers

responded out of 150 57% rate of return

Method

Subjects of the Study (Qualitative) 5 alternatively certified elementary teachers 2 Human Resources directors 8 elementary administrators 5 elementary mentors

Method

Instrumentation Researcher developed questionnaire was used to

collect data related to the demographics of respondents in the study.

Researcher developed survey was used to collect data related to the attitudes of alternatively certified teachers in regards to their retention in the field

Five point Likert type instrument Researcher developed interview guide was used to

collect data from selected alternatively certified teachers, mentors, administrators, and Human Resources directors

Pilot study was conducted using individuals that were not included in the study

Major FindingsQuantitative Research

Question 1

What is the profile of alternatively certified teachers in the selected urban school district included in this study?

Major FindingsQuantitative Research

Question 1Demographic Characteristics of Alternatively Certified Teachers

Gender Years of Teaching Experience Grade Level Taught Career Goals Reason for applying for alternative certification Prior Teaching Experience Undergraduate Degree Undergraduate Major Undergraduate University Attended Graduate Degree Graduate Major Graduate University Attended

Major FindingsQuantitative Research

Question 1

Gender

Female 83.5%

Male 16.5%

Major FindingsQuantitative Research

Question 1

Teaching Experience

Years0-5 51.7% 6-10 35.3% 11-15 7.1% 16-20 2.4% More Than 20 3.5%

Major FindingsQuantitative Research

Question 1

Grade Level

Kindergarten 30.6% First Grade 20.0% Second Grade 24.7% Third Grade 17.6% Fourth Grade 7.1%

Major FindingsQuantitative Research

Question 1

Career Goal

Remain a Classroom Teacher 34.1% Educational Support System 41.2% Administrator 20.0% Remain in education until 4.7%

finding another job

Major FindingsQuantitative Research

Question 1Reason for Applying for Alternative Certification

Retirement 1.2 % Job Layoff 4.7 % Job Dissatisfaction 15.2 %

Love of Teaching 42.4 % Something that was 16.5% always desiredPassion for working 17.6% with childrenOther 2.4%

Major FindingsQuantitative Research

Question 1

Prior Teaching Experience

None 14.1% Trainer at previous job 14.1% Teaching in a religious 27.1% sector Daycare Teacher 14.1% Other 30.6%

Major FindingsQuantitative Research

Question 1

Undergraduate Degree

BA 68.2%BS 31.8%

Major FindingsQuantitative Research

Question 1 Undergraduate Majors of Respondents

22 different majors reportedTop 3 Undergraduate Majors (28.2%) respondents majored in Psychology (9.4%) respondents majored in Communications (9.4%) respondents majored in Business

Universities Attended for Undergraduate Degree 30 universities reportedTop 3 Universities attended for undergraduate degree (27.1%) respondents attended University of Houston (11.8%) respondents attended Sam Houston State

University (8.2%) respondents attended Stephen F. Austin University

Major FindingsQuantitative Research

Question 1

Graduate Degree

None 82.3% MEd 5.9% MA 5.9% MBA 3.5% MS 2.4%

Major FindingsQuantitative Research

Question 1Graduate Major

None 82.3 % Curriculum and 4.7% Instruction Counseling 3.5% Social Work 1.2% Physics 3.5% Business 2.4% Administration Criminal Justice 1.2% Educational 1.2%Administration

Major FindingsQuantitative Research

Question 1University Attended for Graduate Degree

None 82.3% Texas Southern 1.2 % Prairie View A&M 7.0% University of Phoenix 3.5% University of Texas 1.2%Arlington Center of Advance 1.2%Research Mexico City University of Central 1.2% Florida Lamar 1.2%Georgetown University 1.2%

Review of LiteratureQuantitative Research

Question 1

It is extremely difficult to create a profile of the typical alternative certification candidate. Alternative certification program participants are a diverse group of individuals who defy generalizations (Humphrey and Weschsler, 2007).

Major Findings Quantitative Research

Question 2

To what extent do alternatively certified teachers feel supported as novice public school teachers by the district and administrators?

Major Findings Quantitative Research

Question 2 71.7% of the respondents agreed that the district

offered professional development opportunities specifically designed for new alternatively certified teachers.

85.9% of the respondents agreed that the quality of the professional development offered to new teachers supported the quality of instruction provided to their students.

78.8% of the respondents agreed that as a new teacher they met with their mentor at least once a week.

83.4% of the respondents agreed that their mentor provided emotional support during the first year.

Major Findings Quantitative Research

Question 2 78.8% of the respondents agreed that their mentor

provided instructional support during the first year. 84.7% of the respondents agreed that the mentoring

program at their school was beneficial. 84.7% of the respondents agreed that the principal at

their school supported and encouraged alternatively certified teachers.

78.8% of the respondents agreed that as a new teacher, the principal met with them to discuss their progress.

Review of Literature Quantitative Research

Question 2 Staff development must be

implemented by each school system in order to maintain a skilled and knowledgeable staff (Rebore, 2007).

The benefits of mentorship programs not only reduce attrition rates among new teachers, but also improve teaching capabilities (Mullinix, 2002).

Major Findings Quantitative Research

Question 3

To what extent do alternatively certified teachers feel committed to remain in the teaching profession?

Major Findings Quantitative Research

Question 3 92.9% of the respondents agreed that they are

committed to teaching as a career. 89.4% of the respondents agreed that they are satisfied

with their teaching career. 82.3% of the respondents agreed that they are satisfied

with the degree of administrative support they receive at their school.

77.6% of the respondents agreed that they are satisfied with the duties required for their work.

83.5% of the respondents agreed that they intend to stay in teaching more than five years.

Review of Literature Quantitative Research

Question 3

Teachers’ feelings about administrative support, resources for teaching, and teacher input into decision making are strongly related to their plans to stay in teaching and to their reasons for leaving (Darling-Hammond, 2007; Ingersoll, 2001).

Major Findings Quantitative Research

Question 4 Is there a relationship between alternatively certified

teachers’ perception of support and their commitment to remain in the teaching profession?

Null Hypothesis: H01: There is no statistically significant relationship

between alternatively certified teachers’ perception of support and their commitment to remain in the teaching profession.

Pearson’s r = .236 is significant at the p<.05 level of significance.

Correlation is significant at the .05 level (2-tailed). Therefore, the null hypothesis is rejected.

There was a statistically significant relationship between alternatively certified teachers’ perception of support and commitment to remain in the teaching profession.

Review of Literature Quantitative Research

Question 4

Lack of administrative support can impact a teacher’s decision to leave the profession (Busch, Pederson, Espin, and Weissenburger, 2001).

Major Findings Qualitative Research

Question 1

What do alternatively certified teachers report to be the reasons for entering the teaching profession?

Major Findings Qualitative Research

Question 1 Always wanting to teach

“Some always wanted to be a teacher, but for financial reasons did something else or family told them that it was not the best profession” (HR1).

Parents and family members were teachers “I have always had a desire to become a teacher.

This desire may have been influenced by having a mother in the profession; however, I have always viewed teaching as an opportunity to make a difference” (T2).

Review of Literature Qualitative Research

Question 1

Studies demonstrate that people do not start looking for new jobs because of money; rather they seek careers in organizations that increase their sense of value and offer them an opportunity for empowerment, career mobility, personal growth, and opportunities to acquire new skills. This may include alternatively certified teachers (Rosenow, 2005).

Major Findings Qualitative Research

Question 2

What do alternatively certified teachers perceive to be the factors that assisted in their development as teachers?

Major Findings Qualitative Research

Question 2 Observance of teachers

“My development as a teacher has been mainly from my classroom experience and observance of my fellow teachers” (T4 ).

Professional development “Staff development is provided in areas such as classroom

management, subject area, dealing with special populations, technology, and communication with parents” (ADM2).

Mentor program “Mentors are chosen based on strength. I match mentors

with mentees according to grade level and subjects taught” (ADM1).

Review of Literature Qualitative Research

Question 2 Staff development must be implemented

by each school system in order to maintain a skilled and knowledgeable staff (Rebore, 2007).

Teacher mentors should be selected based on their ability to develop curriculum, personal interests, educational philosophies, and compatible personalities (Mullinex, 2002).

Major Findings Qualitative Research

Question 3

What do alternatively certified teachers perceive to be the reasons that hindered their development as teachers?

Major Findings Qualitative Research

Question 3 Lack of classroom management Not having contact with children prior to

the first year teaching “They did not have the student teaching

experience. They lack student management. They did not have the opportunity to watch veteran teachers. They did not have the opportunity to accumulate prior classroom observation hours while they were in college” (ADM2).

Literature Review Qualitative Research

Question 3

Alternatively certified teachers’ limited preparation impacts their sense of efficacy as well as job satisfaction (Easley, 2006).

Major Findings Qualitative Research

Question 4

What do alternatively certified teachers perceive to be the reasons that they have remained in the teaching profession?

Major Findings Qualitative Research

Question 4 Love for children Love for teaching

“I have a love for teaching, and I find joy in the students I work with every day. It’s amazing to see their light bulbs go off and to see them grow” (T1).

Found their niche Rewarding field

Review of Literature Qualitative Research

Question 4

The main contributors to high levels of teacher job satisfaction are working with children particularly where teachers can develop strong professional relationships (Spear, Gould, and Lee, 2000).

Major Findings Qualitative Research

Question 5

What do alternatively certified teachers report about their early educator preparation experiences?

Major Findings Qualitative Research

Question 5 Enrolled in Alternative Certification Program

“I think that they should complete all class work and receive certification before being placed in a classroom. The state should have set standards for all programs. The basic classes should be like universities. They should have more classroom management and lesson cycle information incorporated in their program. They should receive all necessary training before being placed in the classroom to deal with children” (ADM 5).

Working as a substitute teacher Volunteered in an after school program Taught pre-school

Review of Literature Qualitative Research

Question 5

Considering that No Child Left Behind is calling for a qualified teacher in every classroom, a concern with nontraditional teachers is that they are actually the teacher of record who may not yet have a high degree of confidence in their teaching ability (Desjean-Perrotta, Flores, and Steinmetz, 2004).

Major Findings Qualitative Research

Question 6

What strategies do the selected urban school district employ to identify and utilize factors that encourage teacher job satisfaction and retention?

Major Findings Qualitative Research

Question 6 Mentors/Campus Mentor Programs

“The district assigns experienced teachers to mentor our incoming teachers. I feel this is a good program, because it gives the new teachers someone to lean on for guidance” (M1).

Staff Development “The district offers several professional development

opportunities that have benefited me in several ways. I have attended training on classroom management, learning styles, and organization. These types of workshops have helped me tremendously” (T3).

Review of Literature Qualitative Research

Question 6

Studies found that districts that provided established pre-service, induction and staff development programs that factored in the professional background and personal histories of alternatively certified teachers tended to retain more of these teachers (Wang, 2007).

Recommendations from the Study

Alternative teacher certification programs should provide opportunities for classroom observations and field experiences in teaching environments prior to entering the classroom as the teacher of record.

Alternative teacher certification programs should provide training preparedness in the areas of designing classroom instruction, assessment, and classroom management.

Recommendations from the Study

Principals should provide opportunities for alternatively certified teachers to observe veteran teachers.

Principals should conduct a needs assessment of first year alternatively certified teachers to determine their confidence of preparedness for the classroom.

Recommendations from the Study

Principals should ensure that mentoring supports are in place for alternatively certified teachers, and provide time for collaboration between mentors and mentees.

Principals should provide professional development opportunities for alternatively certified teachers in classroom management, technology, and areas based on needs assessment.

Recommendations for Further Study

A study could be conducted with middle schools and/or high schools in examining factors related to the job satisfaction and retention of alternatively certified teachers.

A study could be conducted in examining the impact of mentoring on the retention of alternatively certified teachers.

Recommendations for Further Study

A study could be conducted in examining the impact of student academic achievement on the retention of alternatively certified teachers.

A study could be conducted evaluating selected Alternative Certification Programs and teacher retention.

References

Boardman, A., Darling-Hammond, L., and Mullin, S. (1982). A frameworkfor the analysis of teachers’ demand and supply. Economics of Education Review, 2(2), 127-155.

Busch, T.W., Pederson, K., Espin, C.A. & Weisenburger, J.W. (2001). Teaching students with learning disabilities: perceptions of a first-yearteacher. Journal of Special Education, 35, 100-104.

Darling-Hammond, L. (2007b). Evaluating no child left behind. The Nation, 11-18.

Desjean-Perrotta, B., Flores, B., and Steinmetz, L. (2004). Teacher efficacy: A comparative study of university certified and alternatively certified teachers. Action in Teacher Education, 26(2), 37-46.

Easley, J. (2006). Alternative route urban teacher retention and implication for principals’ moral leadership. Educational Studies, 32(3), 241-249.

Haggstrom, G., Darling-Hammond, L., and Grissmer, D. (1988). Assessing teacher supply and demand. Santa Monica, CA: RAND.

References

Humphrey, D. and Wechsler, M. (2007). Insights into alternative certification: Initial findings from a national study. Teachers College Record, 109 (3), 483-530.

Ingersoll, R. (2001). Teacher turnover and teacher shortages: an organizational analysis. American Educational Research Journal, 38(3), 499-534.

Mullinix, B.B. (2002). Selecting and retaining teacher mentors. Washington, DC. (Eric Document Reproduction Service No. ED477728).

Rebore, W. (2007). Human resources administration in education. Boston, MA: Allyn and Bacon.

Rosenow, D. (2005). Stress, burnout and self-esteem among educators. Journal of Border Educational Research, 4, 87-90.

Spear, M., Gould, K., and Lee, B. (2000). Who would be a teacher? A review of factors motivating and demotivating prospective and practicing teachers (Slough, UK, NFER).

An Examination of Factors Related to the Job Satisfaction and Retention of Alternatively

Certified Teachers

A Dissertation Defenseby

Jennifer T. Butcher