Date of Award
Doctor of Education (EdD)
College of Education
Within the scientific literature there has been no examination of teacher preparation regarding classroom and behavior management skills comparing educators who obtained traditional teacher certification through a university-based education program and those who obtained alternative certification. Consequently, the goal of this study was to assess administrator perceptions of teacher effectiveness in managing the classroom and student behavior across four domains.
By identifying the group with more effective classroom and behavior management skills, school-based administrators will be able to implement the necessary professional learning to proactively minimize management issues from occurring with future educators, as well as close the gap among currently practicing teachers.
The data were collected from 46 public school administrators, which was representative of all K-12 public schools in a large-sized district. The participants’ contact information was obtained via public email through the district website. Additionally, the survey participants were guaranteed anonymity, and results were reported with no indication of the individuals’ identity. Descriptive statistics were used to analyze data to identify patterns in responses among participants.
The hypothesis for this dissertation study was that teachers who are alternatively certified are more effective classroom managers than those who have been through traditional university-based teacher education programs. The results showed that administrators perceived teachers who obtained traditional certification were more effective than those who were alternatively certified, with nearly half of respondents citing field experience as the key indicator. The findings of this dissertation study suggest recommendations for administrators, traditionally-certified, and alternatively-certified teachers.
Ring, Candi Lynn, "ADMINISTRATOR PERCEPTION OF MANAGEMENT SKILLS COMPARING TRADITIONALLY AND ALTERNATIVELY CERTIFIED TEACHERS" (2016). Doctor of Education (Ed.D). 1.