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Transcript of Jennifer Butcher, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
8/14/2019 Jennifer Butcher, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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An Examination of Factors Related tothe Job Satisfaction and Retention of
Alternatively Certified TeachersA Dissertation Proposal
Presented by
Jennifer Butcher
Dissertation Committee
William Allan Kritsonis, PhD., ChairDonald R. Collins, PhD., Member
David Herrington, PhD., Member
Ronald Howard, PhD., Member
October 2008
8/14/2019 Jennifer Butcher, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Introduction
• The No Child Left Behind Act of 2001(NCLB) requires that all academic teachersbe highly qualified.
• Taking proactive steps to prepare andretain highly qualified teachers requiressystematic effort of education, mentorship,and motivation (Rosenow, 2005).
8/14/2019 Jennifer Butcher, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Introduction
• Teacher attrition and job shortagesare largely due to teacher
dissatisfaction and pursuit of other jobs (Ingersoll, 2001).
• Studies have shown that higher
employee satisfaction leads toincreased customer satisfaction(Rosenow, 2005).
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Background of the
Problem• Statistics gathered over a five yearperiod indicated that approximately25,000 people, per year, were certified
to teach through alternative routes(Feistritzer & Chester, 2003).• Effective alternative teacher
certification programs should have astrong academic course workcomponent, field–based learning in theclassroom, and support from qualifiedmentors (Feistritzer & Chester, 2003).
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Statement of the Problem
• Due to the teacher shortage and the influx of new teachers from alternative certificationprograms, it is important to address the
problem of attrition and identify strategies thatfocus on the retention of alternatively certifiedteachers.
• There is a need to determine if currentalternative certification programs and school
districts are providing the training, support,and continued monitoring of alternativelycertified teachers.
8/14/2019 Jennifer Butcher, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Purpose of the Study
The purpose of this study is toexamine factors related to the job
satisfaction and retention of alternatively certified teachers.
This study will examine factors
related to alternatively certifiedteachers’ decision to enter andremain in the teaching profession.
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Research Question
Quantitative
1. What trends are occurring in the
comparative numbers of alternativelycertified teachers and the numbers of traditionally certified teachers over aperiod of five years within a selected
urban district?
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Research Question
Quantitative
2. Is there a relationship between the
percentage of alternatively certifiedteachers and the percentage of traditionally certified teachers in theelementary schools of a selected urban
school district?
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Research Questions
Qualitative
1. What do alternatively certified teachers
report to be the reasons for enteringthe teaching profession?
2. What do alternatively certified teachersperceive to be the factors that assisted
in their development as teachers?
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Research Questions
Qualitative
3. What do alternatively certified teachersperceive to be the factors that hinderedtheir development as teachers?
4. What do alternatively certified teachersreport to be the reasons that they haveremained in the teaching profession?
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Research Questions
Qualitative
5. What do alternatively certified teachers
report about their early educatorpreparation experiences?
6. What strategies does the selectedurban school district employ to identify
and utilize factors that encourageteacher job satisfaction and retention?
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Null Hypothesis
Ho1: There is no statisticallysignificant relationship in the
comparative numbers of alternatively certified teachersand the numbers of traditionally
certified teachers over a period of five years within a selected urbandistrict.
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Null Hypothesis
Ho2: There is no statisticallysignificant relationship between
the percentage of alternativelycertified teachers and thepercentage of traditionally
certified teachers in theelementary schools of a selectedurban school district.
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Theoretical Framework
• One theory guiding this study is derivedfrom the economic labor market theoryof 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 demandtheory.
8/14/2019 Jennifer Butcher, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Theoretical Framework
Retention
Employment
Opportunities
Job
Satisfaction
Dearth
of
Teachers
Alternatively
Certified
Teachers
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Significance of the Study
• Provide alternative certification programs withinformation regarding areas of concern thatcan be incorporated into their programs.
• Provide mentors with information on how theycan better guide the novice teachers.
• Provide administrators with informationregarding the critical role that alternativelycertified teachers have on their campus.
• Provide district human resources directors withinformation regarding the needs of alternatively certified teachers.
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Assumptions
• Interviews will provide informationwith reasons why alternativelycertified teachers remain in the
teaching profession.• Respondents of the study will honestly
give the reasons for alternativelycertified teachers job satisfaction and
retention.• Data will be recorded and analyzed
accurately by the investigator.
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Limitations of the Study
• Research will reflect only on oneurban school district in Texas.
• Data will only be obtained fromelementary schools within theselected urban school district.
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Chapter II
Review of Literature
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No Child Left Behind
• The language in the bill states schools areexpected to hire only “highly qualified”teachers, ensure that all teachers are
assigned to teach in their field, are fullylicensed, and meet other criteria outlinedin the law (Trahan, 2002).
• Alternative route certification programsare one example of states’ and cities’
attempts to fill urban classrooms withhighly qualified teachers (Easley, 2006).
8/14/2019 Jennifer Butcher, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Alternative CertificationPrograms
• Alternative teacher certification hasbecome an increasingly popularstrategy for addressing both teacher
quality and teacher shortages (Darling-Hammond, 2005).
• One out of four Texas teachers hired inthe last three years came into the
teaching workforce through alternativecertification (May, Katsinas, and Moore,2003).
8/14/2019 Jennifer Butcher, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Recruitment of Teachers
Principals are often reluctant to hirealternatively certified teachers because of the amount of work and support required
and problems that these teachers mayhave with regard to discipline, lessonplanning, student interaction,assessments, and instructional strategies
in their first one to two years in theclassroom (Wang, 2007).
8/14/2019 Jennifer Butcher, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Recruitment of Teachers
Improving working conditions andsalaries are helpful steps toward
recruiting an adequate number of teachers, but giving them chancesto learn and grow as they practice
their craft is the best way to retainquality teachers in our nation’sclassrooms (Gray & Smith, 2005).
8/14/2019 Jennifer Butcher, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Induction / Mentoring
A number of studies have foundthat well-designed mentoring
programs raise retention rates fornew teachers by improving theirattitudes, feelings of efficacy, and
instructional skills (Darling-Hammond, 2003).
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Professional Development
• Essential for teachers to receive currentinformation in the field of education.
• Allows an opportunity for teachers’ tostrengthen weak areas.
• Should be a priority in developing acampus plan.
• Opportunities to enhance one’steaching ability will lead to meeting theneeds of the students (Trahan, 2002).
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Teacher Retention
• According to Greiner & Smith (2004), studiesfound links between teacher retention andstate mandated teacher certification scores
and teacher education preparation programs.• Teachers’ feelings about administrativesupport, resources for teaching, and teacherinput into decision making are strongly relatedto their plans to stay in teaching and to their
reasons for leaving (Darling-Hammond, 2000;Ingersoll, 2001).
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Job Satisfaction
The main contributors to high levels of teacher job satisfaction are workingwith children (particularly where
teachers can develop strongprofessional relationships), theintellectual challenge of teaching andemployee autonomy and
independence (Spear, Gould, and Lee,2000).
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Chapter III
Methodology
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Research Design
Research Method – Mixed methods
using a complementary design. This
includes descriptive and correlationalanalysis of existing data as well as data
obtained from open-ended interview
questions and surveys.
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Research Design
• Trend analysis will be used to identifythe staffing patterns comparingalternatively certified teachers to
traditionally certified teachers.• Trend analysis refers to the concept of
collecting information and attempting tospot a pattern, or trend, in the
information.• Descriptive trends will be used to
examine emerging trends.
8/14/2019 Jennifer Butcher, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Subjects of the Study
QuantitativeQuestion 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 selecteddistrict
Qualitative• 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
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Instrumentation
• The researcher developed a questionnaire thatwill be used to collect data related to theattitudes of alternatively certified teachers inregards to their retention in the field.
• A semi-structured interview technique will be
used to collect data from selected alternativelycertified teachers, mentors, administrators,and human resources directors.
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Validity and Reliability
A pilot study will be conducted forthe questionnaire and interview
guide to ensure reliability. Itemswill be reviewed for logical validity.
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Data Collection andRecording
• The questionnaires will be delivered viaelectronic mail to the alternativelycertified participants. Information
pertaining to distribution and due dateswill 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.
8/14/2019 Jennifer Butcher, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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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 urbandistrict)
• 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 HumanResources Directors
Questionnaires of AlternativelyCertified Teachers
Analysis of Data
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Analysis of Data (Quantitative)
Correlational
ResearchQuestion 1
Hypothesis IndependentVariables
DependentVariable
StatisticalMeasurement
What trendsare occurring in
thecomparativenumbers of alternatively
certifiedteachers and
the numbers of traditionally
certifiedteachers over aperiod of fiveyears within aselected urban
district?
There is nostatistically
significantrelationship in
the comparativenumbers of alternatively
certifiedteachers and
the numbers of traditionally
certifiedteachers over aperiod of fiveyears within aselected urban
district.
Two Groups:
1) AlternativelyCertifiedTeachers
2) TraditionallyCertifiedTeachers
Pearson’s rcoefficient
of correlation
Number of Alternatively
CertifiedTeachers
andTraditionally
CertifiedTeachers
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Analysis of Data (Quantitative)
Correlational
ResearchQuestion 2
Hypothesis IndependentVariables
DependentVariable
StatisticalMeasurement
Is there arelationship
between thepercentage of alternatively
certifiedteachers and
the percentageof traditionally
certifiedteachers in the
elementaryschools of theselected urban
district?
There is nostatistically
significantrelationship inthe percentageof alternatively
certifiedteachers and
the percentageof traditionally
certifiedteachers in the
elementaryschools of theselected urban
district.
Two Groups:
1) AlternativelyCertifiedTeachers
2) TraditionallyCertifiedTeachers
Pearson’s rcoefficient
of correlation
Percentage of Alternatively
CertifiedTeachers
andTraditionally
CertifiedTeachers
8/14/2019 Jennifer Butcher, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Analysis of Data (Qualitative)Surveys/Questionnaire
& Interviews
Data will bepresented in
tabular form toshow categories& frequencies.The weighted
mean will becomputed for
retentionfactors.
Responses forquestions will be
categorizedinto emergentthemes. These
will be presented
in tabular formshowing the
categories withcorresponding
frequencies andpercentages.
Inputs from theselected teachers,mentors,administrators, andHR directors willbe identified,summarized andexplained.
8/14/2019 Jennifer Butcher, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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References
• Darling-Hammond, L. (2000). Solving the dilemmas of teacher supply, demand, and quality. New York:
National Commission on Teaching and America’sFuture.
• 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 forteaching 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 EducationInformation.
8/14/2019 Jennifer Butcher, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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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 effectof selected variables on teacher retention. Education,126(4), 653 -659.
• Hoy, W.K. and Miskel, C.G. (2005). Educationaladministration: Theory, research, and practice. New York,NY: McGraw-Hill.
• Ingersoll, R. (2001). Teacher turnover and teachershortages: an organizational analysis. AmericanEducational Research Journal, 38(3), 499-534.
• May, P.B., Katsinas, S.G., and Moore, L. (2003).Alternative teacher certification programs and Texascommunity colleges. New Directions for Community College, 121.
8/14/2019 Jennifer Butcher, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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References
• Rosenow, D. (2005). Stress, burnout and self-esteemamong educators. Journal of Border EducationalResearch, 4, 87-90.
• Spear, M., Gould, K., and Lee, B. (2000). Who would be ateacher? 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 ServiceNo. ED477723).
• Wang, C. (2007). The alternate route teachers’transition to the classroom: Preparation, support, and
retention. NASSP Bulletin 91(1) 98-113.