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An Examination of Factors Related to the Job Satisfaction and Retention of
Alternatively Certified Teachers
A Dissertation Proposal
Presented by
Jennifer Butcher
Dissertation CommitteeWilliam Allan Kritsonis, PhD., ChairDonald R. Collins, PhD., MemberDavid Herrington, PhD., MemberRonald Howard, PhD., Member
October 2008
Introduction
• The No Child Left Behind Act of 2001 (NCLB) requires that all academic teachers be highly qualified.
• Taking proactive steps to prepare and retain highly qualified teachers requires systematic effort of education, mentorship, and motivation (Rosenow, 2005).
Introduction
• Teacher attrition and job shortages are largely due to teacher dissatisfaction and pursuit of other jobs (Ingersoll, 2001).
• Studies have shown that higher employee satisfaction leads to increased customer satisfaction (Rosenow, 2005).
Background of the Problem
• Statistics gathered over a five year period indicated that approximately 25,000 people, per year, were certified to teach through alternative routes (Feistritzer & Chester, 2003).
• Effective alternative teacher certification programs should have a strong academic course work component, field–based learning in the classroom, and support from qualified mentors (Feistritzer & Chester, 2003).
Statement of the Problem
• Due to the teacher shortage and the influx of new teachers from alternative certification programs, it is important to address the problem 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.
Purpose of the Study
The purpose of this study is to examine factors related to the job satisfaction and retention of alternatively certified teachers. This study will examine factors related to alternatively certified teachers’ decision to enter and remain in the teaching profession.
Research Question
Quantitative1. What trends are occurring in the
comparative numbers of alternatively certified teachers and the numbers of traditionally certified teachers over a period of five years within a selected urban district?
Research Question
Quantitative2. Is there a relationship between the
percentage of alternatively
certified teachers and the percentage of traditionally certified teachers in the elementary schools of a selected urban school district?
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 does the selected urban school district employ to identify and utilize factors that encourage teacher job satisfaction and retention?
Null Hypothesis
Ho1: There is no statistically significant relationship in the comparative numbers of alternatively certified teachers and the numbers of traditionally certified teachers over a period of five years within a selected urban district.
Null Hypothesis
Ho2: There is no statistically significant relationship between the percentage of alternatively certified teachers and the percentage of traditionally certified teachers in the elementary schools of a selected urban school district.
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 Framework
Retention
EmploymentOpportunities
Job Satisfaction
Dearth of
Teachers
Alternatively Certified Teachers
Significance of the Study
• Provide alternative certification programs with information regarding areas of concern that can be incorporated into their programs.
• Provide mentors with information on how they can better guide the novice teachers.
• Provide administrators with information regarding the critical role that alternatively certified teachers have on their campus.
• Provide district human resources directors with information regarding the needs of alternatively certified teachers.
Assumptions
• Interviews will provide information with reasons why alternatively certified teachers remain in the teaching profession.
• Respondents of the study will honestly give the reasons for alternatively certified teachers job satisfaction and retention.
• Data will be recorded and analyzed accurately by the investigator.
Limitations of the Study
• Research will reflect only on one urban school district in Texas.
• Data will only be obtained from elementary schools within the selected urban school district.
Chapter II
Review of Literature
No Child Left Behind
• The language in the bill states schools are expected to hire only “highly qualified” teachers, ensure that all teachers are assigned to teach in their field, are fully licensed, and meet other criteria outlined in the law (Trahan, 2002).
• Alternative route certification programs are one example of states’ and cities’ attempts to fill urban classrooms with highly qualified teachers (Easley, 2006).
Alternative Certification Programs
• Alternative teacher certification has become an increasingly popular strategy for addressing both teacher quality and teacher shortages (Darling-Hammond, 2005).
• One out of four Texas teachers hired in the last three years came into the teaching workforce through alternative certification (May, Katsinas, and Moore, 2003).
Recruitment of Teachers
Principals are often reluctant to hire alternatively certified teachers because of the amount of work and support required and problems that these teachers may have with regard to discipline, lesson planning, student interaction, assessments, and instructional strategies in their first one to two years in the classroom (Wang, 2007).
Recruitment of Teachers
Improving working conditions and salaries are helpful steps toward recruiting an adequate number of teachers, but giving them chances to learn and grow as they practice their craft is the best way to retain quality teachers in our nation’s classrooms (Gray & Smith, 2005).
Induction / Mentoring
A number of studies have found that well-designed mentoring programs raise retention rates for new teachers by improving their attitudes, feelings of efficacy, and instructional skills (Darling-Hammond, 2003).
Professional Development
• Essential for teachers to receive current information in the field of education.
• Allows an opportunity for teachers’ to strengthen weak areas.
• Should be a priority in developing a campus plan.
• Opportunities to enhance one’s teaching ability will lead to meeting the needs of the students (Trahan, 2002).
Teacher Retention
• According to Greiner & Smith (2004), studies found links between teacher retention and state mandated teacher certification scores and teacher education preparation programs.
• 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, 2000; Ingersoll, 2001).
Job Satisfaction
The main contributors to high levels of teacher job satisfaction are working with children (particularly where teachers can develop strong professional relationships), the intellectual challenge of teaching and employee autonomy and independence (Spear, Gould, and Lee, 2000).
Chapter III
Methodology
Research Design
Research Method – Mixed methods using a complementary design. This includes descriptive and correlational analysis of existing data as well as data obtained from open-ended interview questions and surveys.
Research Design
• Trend analysis will be used to identify the staffing patterns comparing alternatively certified teachers to traditionally certified teachers.
• Trend analysis refers to the concept of collecting information and attempting to spot a pattern, or trend, in the information.
• Descriptive trends will be used to examine emerging trends.
Subjects of the StudyQuantitativeQuestion 1: • Alternatively and Traditionally Certified Teachers from 65 schools in a selected districtQuestion 2:• Alternatively and Traditionally Certified Teachers from 30 elementary campuses in a selected districtQualitative • Alternatively Certified Teachers with 3 or more years of
teaching experience from 30 elementary campuses in a selected district
• 15 Mentors• 15 Administrators• 2 Human Resources Directors
Instrumentation
• The researcher developed a questionnaire that will be used to collect data related to the attitudes of alternatively certified teachers in regards to their retention in the field.
• A semi-structured interview technique will be
used to collect data from selected alternatively certified teachers, mentors, administrators, and human resources directors.
Validity and Reliability
A pilot study will be conducted for the questionnaire and interview guide to ensure reliability. Items will be reviewed for logical validity.
Data Collection and Recording
• The questionnaires will be delivered via electronic mail to the alternatively certified participants. Information pertaining to distribution and due dates will also be included with the delivery.
• Responses will be coded to assure identity protection.
• Data from the questionnaires will be placed in tables and graphs.
• Data from the district and respondents will be secured in a bank vault for seven years.
Quantitative
Qualitative Qualitative
• Demographic Data of Alternatively Certified Teachers• Comparative Numbers of Alternatively Certified Teachers and Traditionally
Certified Teachers (Over a five year period as reported by a selected urban district)• Percentages of Alternatively Certified Teachers and Traditionally Certified Teachers
(In the elementary schools of a selected urban district)
Interviews of Alternatively CertifiedTeachers, Mentors, School
Administrators, and Human Resources Directors
Questionnaires of Alternatively Certified Teachers
Analysis of Data
Analysis of Data (Quantitative)Correlational
ResearchQuestion 1
Hypothesis IndependentVariables
DependentVariable
Statistical Measurement
What trends are occurring in
the comparative numbers of alternatively
certified teachers and
the numbers of traditionally
certified teachers over a period of five years within a selected urban
district?
There is no statistically significant
relationship in the comparative
numbers of alternatively
certified teachers and
the numbers of traditionally
certified teachers over a period of five years within a selected urban
district.
Two Groups:
1) Alternatively Certified Teachers
2) Traditionally Certified Teachers
Pearson’s r coefficient
of correlation
Number of Alternatively
Certified Teachers
and Traditionally
Certified Teachers
Analysis of Data (Quantitative)Correlational
ResearchQuestion 2
Hypothesis IndependentVariables
DependentVariable
Statistical Measurement
Is there a relationship between the
percentage of alternatively
certified teachers and
the percentage of traditionally
certified teachers in the
elementary schools of the selected urban
district?
There is no statistically significant
relationship in the percentage of alternatively
certified teachers and
the percentage of traditionally
certified teachers in the
elementary schools of the selected urban
district.
Two Groups:
1) Alternatively Certified Teachers
2) Traditionally Certified Teachers
Pearson’s r coefficient
of correlation
Percentage of Alternatively
Certified Teachers
and Traditionally
Certified Teachers
Analysis of Data (Qualitative)Surveys/Questionnaire
& Interviews
Data will be presented in
tabular form to show categories & frequencies.The weighted mean will be
computed for retentionfactors.
Responses for questions will be
categorizedinto emergent themes. These
will be presentedin tabular form
showing the categories withcorresponding
frequencies and percentages.
Inputs from the selected teachers,mentors,administrators, and HR directors willbe identified,summarized andexplained.
References
• Darling-Hammond, L. (2000). Solving the dilemmas of teacher supply, demand, and quality. New York: National Commission on Teaching and America’s Future.
• Darling-Hammond, L. (2003). Keeping good teachers: Why it matters, what leaders can do. Association
for Supervision and Curriculum Development, 7-13.• Darling-Hammond, L. (2005). Prepping our teachers for
teaching as a profession. The Education Digest, 22- 27.
• Easley, J. (2006). Alternative route urban teacher retention and implication for principals’ moral leadership. Educational Studies, 32(3), 241-249.
• Feistritzer, C.E., and Chester, D. T. (2003). Alternative teacher certification. National Center for
Education Information.
References
• Gray, D.L. & Smith, A.E. (2005). No teacher left behind. Kappa Delta Pi Record, 42(1), 7-9.
• Greiner, C.S. & Smith, B.S. (2004). Determining the effect of selected variables on teacher retention. Education, 126(4), 653 -659.
• Hoy, W.K. and Miskel, C.G. (2005). Educational administration: Theory, research, and practice. New
York, NY: McGraw-Hill.• Ingersoll, R. (2001). Teacher turnover and teacher
shortages: an organizational analysis. American Educational Research Journal, 38(3), 499-534.
• May, P.B., Katsinas, S.G., and Moore, L. (2003). Alternative teacher certification programs and Texas
community colleges. New Directions for Community College, 121.
References
• 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).• Trahan, C. (2002). Implications of the no child left
behind act of 2001 for teacher education. Washington, DC. (Eric Document Reproduction Service No. ED477723).
• Wang, C. (2007). The alternate route teachers’ transition to the classroom: Preparation, support, and retention. NASSP Bulletin 91(1) 98-113.