A Comparison of Novice Teacher Perceptions of Teacher Certification Policies
Location
Inservice Teachers: Professional Development and Research - Morgan
Proposal Track
Research Project
Session Format
Presentation
Abstract
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 was 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 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.
Keywords
teacher, certification, policy, shortage, attrition, costs, achievement
Professional Bio
Angela Wilson is a 29-year-old educational leader and advocate from Beech Island, SC. She has attended Shaw University, SC State University, and has just completed her doctoral studies at Clark Atlanta University where she will be a December 2019 Summa Cum Laude graduate. Angela has currently been a 4th Grade ELA & Social Studies teacher for five years. In her community, she serves as a member of the Professional Association of Georgia Educators, the National Black Child Development Institute, and a choir director. Angela has understood the boundless value in experiencing, learning, and growing. Her abilities, knowledge, and practices have ignited the urge for her to make an influential difference in the lives of others. She plans to become a school administrator, teacher advocate, author, motivational speaker, and political activist.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Wilson, Angela S., "A Comparison of Novice Teacher Perceptions of Teacher Certification Policies" (2019). Georgia Educational Research Association Conference. 8.
https://digitalcommons.georgiasouthern.edu/gera/2019/2019/8
A Comparison of Novice Teacher Perceptions of Teacher Certification Policies
Inservice Teachers: Professional Development and Research - Morgan
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 was 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 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.
