Date of Award

Fall 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

College

College of Education

Department

Department of Education

Primary Advisor

Dr. Candera T. Lomax

Second Advisor

Dr. Susan G. HIcks

Third Advisor

Dr. Lisa A. Coscia

Abstract

Teacher attrition has opened the doors for professionals from other fields to enter the teaching field by following an alternative path. Yet, the attrition rate of these alternatively certified teachers (ACTs) is higher than that of traditionally certified teachers (TCTs). The objective of this transcendental phenomenological study was to examine the effect of self-efficacy and commitment on teacher retention of ACTs in Northwest Florida. The participants in the study worked in several schools in the area. After interviews, responses were evaluated, and categories and codes were compiled. Analysis was then done on the frequency and quality of response data to assess the effect of each category and code on the retention of ACTs. The responses revealed that ACTs entered the profession believing in their abilities as teachers and showing high levels of self-efficacy. However, the effect of the environment—surrounding teachers, administration, student discipline, and other factors—has a powerful effect on ACTs’ commitment. The responses of the participants revealed the importance of a supporting team. Effective support from administration and mentors allowed the new teachers to develop a stronger commitment to the teaching craft, which in turn strengthened self-efficacy. Additionally, participants felt that when they were empowered in everything from involvement in curricular planning to extra-curricular support, their self-efficacy soared. As a whole, both commitment and self-efficacy are vitally influential factors in the retention of teachers.

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