- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- A Comparison of Novice Teacher Perceptions of Teacher Certification Policies, 2019
- Creator:
- Wilson, Angela
- Date of Original:
- 2019-12
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- theses
dissertations - Type:
- Text
- Format:
- application/pdf
- Description:
- Teacher certification is the process that enables prospective educators to obtain licensure. It is during this time that teacher candidates are completing their coursework, assessments, degrees, and other criteria to obtain an official certification. Teacher certification policies vary within different states. The purpose of this mixed-method study was to analyze new teacher perceptions of, and their experiences with, teacher certification policies in two border states. The study included an in-depth analysis of existing studies as well as original research from the author. Surveys and interviews were produced for novice teachers of six different schools in two separate school districts and states. All participating novice teachers from the selected schools within this study were distributed with surveys. There were 31 surveys completed; from these surveys, data was analyzed. In accompany to the survey results, there were also 10 interviews that provided thorough insights of what new teachers believed regarding their state teacher certification laws. The data collected were analyzed using descriptive statistics (means and percentages), t-tests, and a data analysis. The study revealed the factors that new teachers perceived to have an impact on their teacher certification experience. The results of this study indicate that the most challenging factors during the certification process for the novice teachers were money, testing, time, heavy workloads, and miscommunication. These factors developed doubt, discouragement, and frustration. The themes that emerged from the research provide insight on previous research findings and theories. The conclusions drawn from the findings are suggested to be used for modifications and enhancements to improve state teacher certification policies and to make educational leaders aware of how the policies in place impact teacher shortage, teacher costs, teacher attrition, and student achievement across states.
Date of award: 2019-12
Degree type: dissertation
Degree name: Doctor of Education (EdD)
Granting institution: Clark Atlanta University
Department: Department of Educational Leadership
Advisor: Hill, Barbara - Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:2019_wilson_angela
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
