This document summarizes Jennifer Butcher's dissertation defense on factors related to job satisfaction and retention of alternatively certified teachers. The dissertation examined these factors through a quantitative survey and qualitative interviews. Key findings from the quantitative research included a profile of alternatively certified teachers, high levels of support from administrators and mentors, and a significant relationship between support and commitment to remain teaching. Qualitative findings identified reasons for entering teaching, factors assisting development such as mentors, and reasons for remaining such as love of teaching. The dissertation provided recommendations to improve retention of alternatively certified teachers.
Dr. Jennifer T. Butcher, PhD Dissertation Defense, Dr. William Allan Kritsoni...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Jennifer T. Butcher, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Fuzzy Measurement of University Students Importance Indexes by Using Analytic...IRJESJOURNAL
Purpose: The purpose of this paper is to apply a Fuzzy Analytical Hierarchy Process model FAHP for estimating students' importance indexes problem, where the measures of students' attitudes and responses are often uncertain or difficult to determine by using non-fuzzy model. Fuzzy set theory treats a kind of uncertainty called fuzziness. It shows that the boundary of “yes” or “no” is ambiguous and appears in the meaning of words or included in the subjunctives or recognition of human beings. Design/methodology/approach: This paper adapts FAHP to analysis students' satisfaction for the services submitted by the university to enhance learning process and circumstance environment for students, this area of researches is still out of university importance. For the purposes of the survey, questionnaires were designed for all the factors which are affecting in students' satisfaction and most probably all these factors are taken according to their suitable priority. There were five main criterions in the questionnaires. Criterion one focuses on administrative university services Si, the second criterion concentrate with teaching and learning process Ti, while the third criterion is university climate and student activities Ai, the fourth criterion covers the administrative facilities Fi, and the fifth criterion is learning facilities students Li, were asked to measure their perceived experiences with those criterions. Each criterion contains some of sub criteria. Findings: The results illustrate that the quality of teachers T1, Opportunities for recreational activities A1, fair evaluation for students T6, and remedial support A3 are the most important indexes for students. The proposed model would help decision-makers to enhancement the quality of the services and may be adding other facility to make the university more attractive. Research limitations/implications: This paper makes some assumptions such as the number of sample are taken from seven colleges only and not cover all colleges in the university and concentrated about the final levels. Originality/value: This paper introduces fuzzy theory with AHP approach to the research of university services as customers in public firms and it has reached some valuable conclusions, which has opened up a new field of study in the universities services area
Dr. Jennifer T. Butcher, PhD Dissertation Defense, Dr. William Allan Kritsoni...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Jennifer T. Butcher, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Fuzzy Measurement of University Students Importance Indexes by Using Analytic...IRJESJOURNAL
Purpose: The purpose of this paper is to apply a Fuzzy Analytical Hierarchy Process model FAHP for estimating students' importance indexes problem, where the measures of students' attitudes and responses are often uncertain or difficult to determine by using non-fuzzy model. Fuzzy set theory treats a kind of uncertainty called fuzziness. It shows that the boundary of “yes” or “no” is ambiguous and appears in the meaning of words or included in the subjunctives or recognition of human beings. Design/methodology/approach: This paper adapts FAHP to analysis students' satisfaction for the services submitted by the university to enhance learning process and circumstance environment for students, this area of researches is still out of university importance. For the purposes of the survey, questionnaires were designed for all the factors which are affecting in students' satisfaction and most probably all these factors are taken according to their suitable priority. There were five main criterions in the questionnaires. Criterion one focuses on administrative university services Si, the second criterion concentrate with teaching and learning process Ti, while the third criterion is university climate and student activities Ai, the fourth criterion covers the administrative facilities Fi, and the fifth criterion is learning facilities students Li, were asked to measure their perceived experiences with those criterions. Each criterion contains some of sub criteria. Findings: The results illustrate that the quality of teachers T1, Opportunities for recreational activities A1, fair evaluation for students T6, and remedial support A3 are the most important indexes for students. The proposed model would help decision-makers to enhancement the quality of the services and may be adding other facility to make the university more attractive. Research limitations/implications: This paper makes some assumptions such as the number of sample are taken from seven colleges only and not cover all colleges in the university and concentrated about the final levels. Originality/value: This paper introduces fuzzy theory with AHP approach to the research of university services as customers in public firms and it has reached some valuable conclusions, which has opened up a new field of study in the universities services area
Performance of student is dependent on their subject select and faculty’s expertise who teach the subject. Sometimes subject selection done by the student. Few students’ select subject wisely, few of them select because of friend influence, faculty influence, without thinking on it. To reduce the cost and related overhead department tries to reduce the variety of elective. Wisely selected and offered subject will increase the performance of student and throughput of the faculty. In this paper a recommender system is proposed which find the score of knowledge level for student and score of faculty score. These scores will be used to recommend the right subject to adept faculty of that subject.
Study to Assess the Knowledge on Behavioral Problems of School Children among...ijtsrd
The aim of the study to assess the knowledge on behavioral problems of school children among school teachers. Descriptive research design was adopted for this study. The population for the study includes school teachers who are handling the students in the age group between 6 12 years. The sample selected for the present study was 60 school teachers who fulfilled the inclusion criteria. Purposive sampling technique was adopted for the study. The study result shows that the knowledge of school teachers on behavioral problems of school children shows that 15 25 of school teachers having moderately adequate knowledge and 45 75 of them have inadequate knowledge and none of the school teachers had adequate knowledge regarding behavioral problems of school children among school teachers. The mean and standard deviation of the study is 14.02 4.26. The study concluded that knowledge of school teachers regarding behavioral problem were poor, so there is a need to improve the knowledge of school teachers about behavioral problem of school children. V. Janaki | T. Senthil Thirusangu ""Study to Assess the Knowledge on Behavioral Problems of School Children among School Teachers with a View to Develop an Informational Module in Selected Schools at Chhattarpuir, Madya Prdesh"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23630.pdf
Paper URL: https://www.ijtsrd.com/medicine/nursing/23630/study-to-assess-the-knowledge-on-behavioral-problems-of-school-children-among-school-teachers-with-a-view-to-develop-an-informational-module-in-selected-schools-at-chhattarpuir-madya-prdesh/v-janaki
Dr. Lautrice Nickson, PhD Dissertation Defense, Dr. William Allan Kritsonis, ...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Lautrice Nickson, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Steve Vitto Response to Intervention (RTI)Steve Vitto
A recent presentation on Response to Intervention and relating the three tier model to evidenced based behavioral supports (i.e., as it applies to classroom management , strategic interventions and interventions for intensive behaviors).
Response to Intervention: A Component in a Novel Educational Service Delivery...schoolpsychology
Sue Courey, Ph.D. San Francisco State University
Response to Intervention: A Component in a Novel Educational Service Delivery Model.
With the emergence of standards-based reform, the No Child Left Behind Act of 2001 (NCLB) and the reauthorization of IDEA 2004, Response to Intervention (RTI) has received growing attention for its ability to more rapidly address the needs of students who are not making adequate academic achievement. However, the term ìRTIî has caused some confusion as school districts and educators scramble to implement this promising innovation. RTI is sometimes referred to as a model of service delivery but it is actually a component in a novel way to allocate educational resources. This presentation will acquaint participants with a new model of service delivery (allocation of educational resources) to include defining RTI, progress monitoring, and the evolving roles of school personnel working with at-risk and special needs populations: general education teachers, special education teachers, and school psychologists.
CERA 17: District Program Evaluation to Improve RTI/MTSSChristopher Kolar
Palo Alto Unified School District is a high performing district with substantial within district achievement gaps. The district conducted its first evaluation of Response to Intervention (RTI) practices and outcomes in 2016-17, in partnership between the Research, Evaluation, and Assessment (REA) Department and the Elementary Assistant Superintendent. This evaluation describes RTI practices in the district, examines student outcomes, and shares lessons learned and recommendations—for improving RTI/multi-tiered system of supports (MTSS) and for using program evaluation to create a culture of continuous improvement and collaboration in a district.
Performance of student is dependent on their subject select and faculty’s expertise who teach the subject. Sometimes subject selection done by the student. Few students’ select subject wisely, few of them select because of friend influence, faculty influence, without thinking on it. To reduce the cost and related overhead department tries to reduce the variety of elective. Wisely selected and offered subject will increase the performance of student and throughput of the faculty. In this paper a recommender system is proposed which find the score of knowledge level for student and score of faculty score. These scores will be used to recommend the right subject to adept faculty of that subject.
Study to Assess the Knowledge on Behavioral Problems of School Children among...ijtsrd
The aim of the study to assess the knowledge on behavioral problems of school children among school teachers. Descriptive research design was adopted for this study. The population for the study includes school teachers who are handling the students in the age group between 6 12 years. The sample selected for the present study was 60 school teachers who fulfilled the inclusion criteria. Purposive sampling technique was adopted for the study. The study result shows that the knowledge of school teachers on behavioral problems of school children shows that 15 25 of school teachers having moderately adequate knowledge and 45 75 of them have inadequate knowledge and none of the school teachers had adequate knowledge regarding behavioral problems of school children among school teachers. The mean and standard deviation of the study is 14.02 4.26. The study concluded that knowledge of school teachers regarding behavioral problem were poor, so there is a need to improve the knowledge of school teachers about behavioral problem of school children. V. Janaki | T. Senthil Thirusangu ""Study to Assess the Knowledge on Behavioral Problems of School Children among School Teachers with a View to Develop an Informational Module in Selected Schools at Chhattarpuir, Madya Prdesh"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23630.pdf
Paper URL: https://www.ijtsrd.com/medicine/nursing/23630/study-to-assess-the-knowledge-on-behavioral-problems-of-school-children-among-school-teachers-with-a-view-to-develop-an-informational-module-in-selected-schools-at-chhattarpuir-madya-prdesh/v-janaki
Dr. Lautrice Nickson, PhD Dissertation Defense, Dr. William Allan Kritsonis, ...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Lautrice Nickson, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Steve Vitto Response to Intervention (RTI)Steve Vitto
A recent presentation on Response to Intervention and relating the three tier model to evidenced based behavioral supports (i.e., as it applies to classroom management , strategic interventions and interventions for intensive behaviors).
Response to Intervention: A Component in a Novel Educational Service Delivery...schoolpsychology
Sue Courey, Ph.D. San Francisco State University
Response to Intervention: A Component in a Novel Educational Service Delivery Model.
With the emergence of standards-based reform, the No Child Left Behind Act of 2001 (NCLB) and the reauthorization of IDEA 2004, Response to Intervention (RTI) has received growing attention for its ability to more rapidly address the needs of students who are not making adequate academic achievement. However, the term ìRTIî has caused some confusion as school districts and educators scramble to implement this promising innovation. RTI is sometimes referred to as a model of service delivery but it is actually a component in a novel way to allocate educational resources. This presentation will acquaint participants with a new model of service delivery (allocation of educational resources) to include defining RTI, progress monitoring, and the evolving roles of school personnel working with at-risk and special needs populations: general education teachers, special education teachers, and school psychologists.
CERA 17: District Program Evaluation to Improve RTI/MTSSChristopher Kolar
Palo Alto Unified School District is a high performing district with substantial within district achievement gaps. The district conducted its first evaluation of Response to Intervention (RTI) practices and outcomes in 2016-17, in partnership between the Research, Evaluation, and Assessment (REA) Department and the Elementary Assistant Superintendent. This evaluation describes RTI practices in the district, examines student outcomes, and shares lessons learned and recommendations—for improving RTI/multi-tiered system of supports (MTSS) and for using program evaluation to create a culture of continuous improvement and collaboration in a district.
Voor een ondernemersvereniging uit Waalwijk, aangesloten bij FEOS heeft StepFree een introductie gegeven over het inzetten van nieuwe media voor ondernemers.
Jennifer T. Butcher, PhD Proposal Defense, Dr. William Allan Kritsonis, Disse...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Jennifer T. Butcher, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Mahdieh Shafipoor
Islamic Azad University Shahr-e-Qods Branch,
Tehran, Iran
Language, Individual & Society
9th International Conference
7–11 September 2015
Elenite Holiday Village, Bulgaria
www.sciencebg.net
Role of Principal Leadership in Increasing Science Teacher Retention in Urban...karendjacobs
A 2009 Dissertation Defense powerpoint on The Role of Principal Leadership in Increasing Science Teacher Retention in Urban Schools by Karen Dupre Jacobs, Ph.D.
research articles in the fields of special education andor intern.docxrgladys1
research articles in the fields of special education and/or internationally underserved populations and select one article to write about using APA citation of the article, a summary of the purpose of the research, analysis of the research, a personal reflection on the research. The article must be from research-based journal. Topics include but are not limited to national and international special education policies, practices, Response to intervention (RtI), Positive behavioral interventions and supports (PBiS), American with disabilities act (ADA), Parental Rights. Technology, technology implementation limitations, Assessment, Special Education Students, Instructional Strategies, At-Risk Students, International Issues, and English Language Learners (ELL).
The “I” in RTI Research-Based Factors
Name
Marymount University
ED-541
Dr. Hauth
2/13/2017
The “I” in RTI Research-Based Factors
In the research article, The “I” in RTI Research-Based Factors for Intensifying Instruction, Harlacher, Walker, and Sanford (2010) address the changes in the
2004 Individuals with Disabilities Improvement Act (IDEA), that widened the use of response to intervention (RTI). As a model for identifying students with learning disabilities, the legislative changes coincided with school wide reforms, which implemented research-based instruction and promoted the response for students who needed support (Harlacher, Walker, & Sanford, 2010). With a new way students’ difficulties are viewed, this called for new skills for educators in improving student outcomes. The purpose of their research is stated in the following question, “What research-based instructional factors can educators modify to intensify students’ instructional support? (Harlacher, Walker, & Sanford, 2010 p. 30).”
RTI: Background and Description
Response to Intervention (RTI) is a multi-tiered approach in providing services to students that match the students’ level of academic need to corresponding level of instruction (Harlacher, Walker, & Sanford, 2010). With the RTI model, schools create a range of levels in instructional support and teachers place students into these levels based off of screenings and progress monitoring data. Within the three tiers, all students receive Tier 1 with base core curriculum and in Tier 2, students who have mild skill deficits and need more instructional time each day. Tier 3 support, is the most intensive level of support. Students in Tier 3, receive instructional groups of three or four students. RTI is that all students receive research-based instruction that matches their need for support and continuously monitoring students' progress toward their goals.
Running head: THE “I” IN RESPONSE TO INTERVENTION 3
THE “I” IN RESPONSE TO INTERVENTION 6
The Effects of RTI in Special Education
For students who receive additional support, RTI is essentially important to intensify instruction. Teachers must ensure research-based instruction be.
Discussion 5Critically think about ethnocentrism, culture, andLyndonPelletier761
Discussion 5
Critically think about ethnocentrism, culture, and how these concepts impact research. Familiarize yourself with the objectives in Module 5 as well as the assigned course materials, videos, articles, and introduction. Use the assigned readings for this week as a primary reference as well as material from the Saint Leo Online Library for peer reviewed sources and to find relevance to this week’s topic. Please share your information with our classmates on this thread.
Questions:
1. Define culture, ethnocentrism and social construction. What are ways in which ethnocentrism can be avoided when conducting research? What core values or ethical principles are violated when ethnocentrism is not avoided and is included in research in the form of a bias?
2. How does avoiding ethnocentrism and including diversity in one’s research positively impact the quality of one’s work? How will you use what you have learned about diversity and ethnocentrism in your own life both as a student and in a future career in the field of psychology?
Articles to read:
Marshall, A., & Batten, S. (2004). Researching across cultures: Issues of ethics and power. Forum: Qualitative Social Research, 5. Retrieved from http://www.qualitative-research.net/index.php/fqs /article/view/572/1241
Medin, D. L., & Lee, C. D. (2012). Presidential column. Diversity makes better science. Observer, 25. Retrieved from http://www. psychologicalscience.org/ index.php/publications/ observer/2012/may-june-12/diversity-makes-better-science.html
Redding, R. E. (2001). Sociopolitical diversity in psychology: The case for pluralism. American Psychologist, 56(3), 205-215. doi:10.1037/0003-066X.56.3.205
5
Recommendations for Solving Equity Gaps at James Monroe High School, Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 816
Interview Questions
Central Question:
How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated?
Interview Questions
1. What parameters/Indicators are used to determine whether a student is college-ready or not?
The question is crucial in identifying whether the instructors are aware of the factors that contribute to college readiness among the students. Several indicators influence college readiness. Such parameters are combined before understanding whether a high school student is college-ready. Some indicators accurately show students’ college preparedness, while others give a false picture. Leeds & Mokher (2019) showed that using placement tests to assign students to developmental courses results in frequent misplacement. The authors used data from Florida. They concluded that it might be preferable to choose cutoffs that minimize misplacement than to use new metrics (Leeds & Mokher, 2019). Also, they proposed that each state use metrics that are unique to their con ...
This study was designed to build on the KIDS (Kentucky Invest in Developing Success) NOW Initiative by conducting research investigating the degree to which a statewide unified professional development system impacted the educational level of early care and education providers and subsequent classroom quality.
Webinar given for the Institute for Competency-based Education March 2019 discussing the demographic composition of competency-based education learners, their enrollment motivators and their college choice process.
Quantitative External Project: Kentucky Professional Development Framework Im...LMweas
This study was designed to build on the KIDS (Kentucky Invest in Developing Success) NOW Initiative by conducting research investigating the degree to which a statewide unified professional development system impacted the educational level of early care and education providers and subsequent classroom quality.
Eunetra Ellison Simpson, PhD Proposal Defense, Dr. William Allan Kritsonis, D...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Eunetra Ellison Simpson, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Similar to Dr. William Allan Kritsonis, Dissertation Chair for Jennifer T. Butcher, Dissertation Defense PPT. (20)
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Dr. William Allan Kritsonis, Dissertation Chair for Jennifer T. Butcher, Dissertation Defense PPT.
1. An Examination of Factors Related
to the Job Satisfaction and
Retention of Alternatively Certified
Teachers
A Dissertation Defense
by
Jennifer T. Butcher
Dissertation Chair: William Allan Kritsonis, Ph.D.
Prairie View A & M University
Educational Leadership
March 2009
2. Committee Members
William Allan Kritsonis, Ph.D.
Chair
Donald R. Collins, Ph.D.
Member
David Herrington, Ph.D.
Member
Ronald Howard, Ph.D.
Member
3. Dissertation Defense
Format
I. Statement of the Problem
II. Theoretical Framework
III. Purpose of the Study
IV. Research Questions
V. Method
VI. Quantitative Major Findings
VII. Qualitative Major Findings
VIII. Review of Literature
IX. Recommendations
4. 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).
5. 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.
6. Theoretical Framework
Supporting 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.
7. 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.
8. Research Questions
Quantitative
1. 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?
9. Research Questions
Quantitative
3. 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?
10. 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?
11. Research Questions
Qualitative
1.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?
12. Research Questions
Qualitative
3. 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?
13. Research Questions
Qualitative
5. 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?
15. 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.
16. 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.
17. 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
18. Method
Subjects of the Study (Qualitative)
5 alternatively certified elementary teachers
2 Human Resources directors
8 elementary administrators
5 elementary mentors
19. 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
21. Major Findings
Quantitative Research
Question 1
Demographic 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
26. Major Findings
Quantitative Research
Question 1
Reason 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 desired
Passion for working 17.6%
with children
Other 2.4%
27. Major Findings
Quantitative 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%
29. Major Findings
Quantitative Research
Question 1
Undergraduate Majors of Respondents
22 different majors reported
Top 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 reported
Top 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
31. Major Findings
Quantitative Research
Question 1
Graduate 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
32. Major Findings
Quantitative Research
Question 1
University 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%
33. Review of Literature
Quantitative 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).
34. 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?
35. 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.
36. 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.
37. 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).
39. 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.
40. 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).
41. 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.
42. 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).
44. 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).
45. 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).
47. 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).
48. 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).
50. 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).
53. 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
54. 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).
56. 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
57. 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).
58. 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?
59. 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).
60. 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).
61. 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.
62. Recommendations
from the Study
Principals should provide opportunities
for alternatively certified teachers to
observe novice teachers.
Principals should conduct a needs
assessment of first year alternatively
certified teachers to determine their
confidence of preparedness for the
classroom.
63. 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.
64. 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.
65. 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.
66. References
Boardman, A., Darling-Hammond, L., and Mullin, S. (1982). A framework
for 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-year
teacher. 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.
67. 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).
68. An Examination of Factors Related
to the Job Satisfaction and
Retention of Alternatively Certified
Teachers
A Dissertation Defense
by
Jennifer T. Butcher