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.