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ERIC Number: ED567548
Record Type: Non-Journal
Publication Date: 2014
Pages: 179
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-2505-7
Sense of Efficacy in Beginning Teachers Participating in an Alternative Certification Program
McKinney, Daniel Lee
ProQuest LLC, Ed.D. Dissertation, Walden University
Despite the widespread use of alternatively certified personnel by school systems to address shortages of highly qualified teachers, alternative certification programs (ACPs) have appeared largely inconsistent in design and lacked research in effectiveness. Hence, benefit could be gained in evaluating the competency of ACP participants in terms of changes in perceived efficacy (PE) as they are exposed to more training and experiences over successive terms. The purpose of this quantitative ex post facto study was to measure and compare PE in 3 classroom competencies between 5 term cohorts (Cohort 1 having just started and Cohort 5 having just completed) of participants of an existing ACP in order to determine if significant differences existed between them. The theoretical framework was grounded in transformative, social cognitive, and adult learning theories. The 43 participants' PE levels were measured using the Teachers' Sense of Efficacy Scale, delivered concurrently via email to a convenience sample of all 5 cohorts. ANOVA was used to compare mean PE scores for the 5 cohorts. Chi-square analysis was conducted to determine if the PE scores were independent of length of time in the ACP. Cohort 1 PE scores were significantly lower than those of later cohorts. Based on the chi-square analysis, high PE scores were dependent on cohort. The study may yield a positive social impact as it provided insight into the importance of training in increasing the PE level of teachers with ACP certification, adding to the existing body of ACP research. Resulting ACP improvements in experience authenticity and duration may contribute to the development and provision of better beginning teachers in the classroom in order to increase academic achievement for all learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A