Are the Needs of First-Year Teachers Different Based on Preparation Program?
| dc.contributor.advisor | Moore, Kelly | |
| dc.contributor.advisor | Lastrapes, Renée E | |
| dc.contributor.committeeMember | Orange, Amy | |
| dc.contributor.committeeMember | Bayard, Robert | |
| dc.creator | Scott, Mandy C | |
| dc.date.accessioned | 2022-08-03T16:42:24Z | |
| dc.date.available | 2022-08-03T16:42:24Z | |
| dc.date.created | 2022-05 | |
| dc.date.issued | 2022-04-11 | |
| dc.date.submitted | May 2022 | |
| dc.date.updated | 2022-08-03T16:42:25Z | |
| dc.description.abstract | The purpose of this study was to examine the teacher self-efficacy of traditionally and alternatively-certified teachers and to determine if there is a perceived difference in levels of self-efficacy after the first-year of teaching in those teachers who completed a traditional certification program or an alternative certification program. The researcher also examined the perceptions of needs and levels of self-efficacy of first-year teachers who completed an alternative program compared to those of first-year teachers who completed a traditional program for certification. The qualitative data was analyzed to examine what alternatively-certified teachers’ perceptions of needs are and what traditionally prepared teachers’ perceptions of needs are. This mixed methods study used a survey in order to capture the first-year teachers’ level of self-efficacy who went through different types of certification and interviews to examine the perceived needs of first-year teachers. Through the lens of Tschannen-Moran and Woolfolk Hoy’s Teachers’ Sense of Efficacy Scale (TSES) and Bandura’s social learning theory, this study examined the first-year teachers’ beliefs as it relates to their self-efficacy. The participants included fifty-one elementary and secondary first-year teachers in a school district in Texas. The results of the study suggest there is no significant differences between the traditional certification and alternative certification teachers’ beliefs on self-efficacy in any of the domains – student engagement, instructional strategies, or classroom management. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | https://hdl.handle.net/10657.1/2669 | |
| dc.language.iso | en | |
| dc.subject | first-year teachers | |
| dc.subject | alternative certification | |
| dc.subject | traditional certification | |
| dc.subject | self-efficacy | |
| dc.title | Are the Needs of First-Year Teachers Different Based on Preparation Program? | |
| dc.type | Dissertation | |
| dc.type.material | text | |
| thesis.degree.grantor | University of Houston-Clear Lake | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Education |