Dr. William Allan Kritsonis, Dissertation Chair for Jennifer T. Butcher, Dissertation Proposal Defense PPT

1. An Examination of Factors Related to
the Job Satisfaction and Retention of
Alternatively Certified Teachers
A Dissertation Proposal
Presented by
Jennifer Butcher
Dissertation Committee
William Allan Kritsonis, PhD., Chair
Donald R. Collins, PhD., Member
David Herrington, PhD., Member
Ronald Howard, PhD., Member
October 2008

2. Introduction
• The No Child Left Behind Act of 2001
(NCLB) requires that all academic
teachers be highly qualified.
• Taking proactive steps to prepare and
retain highly qualified teachers requires
systematic effort of education,
mentorship, and motivation (Rosenow,
2005).

3. Introduction
• Teacher attrition and job shortages
are largely due to teacher
dissatisfaction and pursuit of other
jobs (Ingersoll, 2001).
• Studies have shown that higher
employee satisfaction leads to
increased customer satisfaction
(Rosenow, 2005).

4. Background of the Problem
• Statistics gathered over a five year period
indicated that approximately 25,000
people, per year, were certified to teach
through alternative routes (Feistritzer &
Chester, 2003).
• Effective alternative teacher certification
programs should have a strong academic
course work component, field–based
learning in the classroom, and support
from qualified mentors (Feistritzer &
Chester, 2003).

5. Statement of the Problem
• Due to the teacher shortage and the influx of
new teachers from alternative certification
programs, it is important to address the
problem of attrition and identify strategies that
focus on the retention of alternatively certified
teachers.
• There is a need to determine if current
alternative certification programs and school
districts are providing the training, support, and
continued monitoring of alternatively certified
teachers.

6. Purpose of the Study
The purpose of this study is to
examine factors related to the job
satisfaction and retention of
alternatively certified teachers. This
study will examine factors related to
alternatively certified teachers’
decision to enter and remain in the
teaching profession.

7. Research Question
Quantitative
1. What trends are occurring in the
comparative numbers of
alternatively certified teachers and
the numbers of traditionally
certified teachers over a period of
five years within a selected urban
district?

8. Research Question
Quantitative
2. Is there a relationship between the
percentage of alternatively
certified teachers and the
percentage of traditionally certified
teachers in the elementary schools
of a selected urban school district?

9. Research Questions
Qualitative
1. What do alternatively certified teachers
report to be the reasons for entering the
teaching profession?
2. What do alternatively certified teachers
perceive to be the factors that assisted
in their development as teachers?

10. Research Questions
Qualitative
3. What do alternatively certified teachers
perceive to be the factors that hindered
their development as teachers?
4. What do alternatively certified teachers
report to be the reasons that they have
remained in the teaching profession?

11. Research Questions
Qualitative
5. What do alternatively certified teachers
report about their early educator
preparation experiences?
6. What strategies does the selected urban
school district employ to identify and
utilize factors that encourage teacher
job satisfaction and retention?

12. Null Hypothesis
Ho1: There is no statistically
significant relationship in the
comparative numbers of
alternatively certified teachers and
the numbers of traditionally
certified teachers over a period of
five years within a selected urban
district.

13. Null Hypothesis
Ho2: There is no statistically
significant relationship between
the percentage of alternatively
certified teachers and the
percentage of traditionally certified
teachers in the elementary schools
of a selected urban school district.

14. Theoretical Framework
• One theory guiding this study is derived
from the economic labor market theory of
supply and demand.
• In the same vein, Frederick Herzberg’s theory of
motivation and job satisfaction which was
developed from his studies of engineers and
accountants complements the supply and demand
theory.

15. Theoretical Framework
Retention
Employment
Opportunities
Job
Satisfaction
Dearth
of
Teachers
Alternatively
Certified
Teachers

16. Significance of the Study
• Provide alternative certification programs with
information regarding areas of concern that can
be incorporated into their programs.
• Provide mentors with information on how they
can better guide the novice teachers.
• Provide administrators with information
regarding the critical role that alternatively
certified teachers have on their campus.
• Provide district human resources directors with
information regarding the needs of alternatively
certified teachers.

17. Assumptions
• Interviews will provide information with
reasons why alternatively certified
teachers remain in the teaching
profession.
• Respondents of the study will honestly
give the reasons for alternatively
certified teachers job satisfaction and
retention.
• Data will be recorded and analyzed
accurately by the investigator.

18. Limitations of the Study
• Research will reflect only on one
urban school district in Texas.
• Data will only be obtained from
elementary schools within the
selected urban school district.

19. Chapter II
Review of Literature

20. No Child Left Behind
• The language in the bill states schools
are expected to hire only “highly
qualified” teachers, ensure that all
teachers are assigned to teach in their
field, are fully licensed, and meet other
criteria outlined in the law (Trahan,
2002).
• Alternative route certification programs
are one example of states’ and cities’
attempts to fill urban classrooms with
highly qualified teachers (Easley, 2006).

21. Alternative Certification
Programs
• Alternative teacher certification has
become an increasingly popular strategy
for addressing both teacher quality and
teacher shortages (Darling-Hammond,
2005).
• One out of four Texas teachers hired in
the last three years came into the
teaching workforce through alternative
certification (May, Katsinas, and Moore,
2003).

22. Recruitment of Teachers
Principals are often reluctant to hire
alternatively certified teachers because of
the amount of work and support required
and problems that these teachers may
have with regard to discipline, lesson
planning, student interaction,
assessments, and instructional strategies
in their first one to two years in the
classroom (Wang, 2007).

23. Recruitment of Teachers
Improving working conditions and
salaries are helpful steps toward
recruiting an adequate number of
teachers, but giving them chances
to learn and grow as they practice
their craft is the best way to retain
quality teachers in our nation’s
classrooms (Gray & Smith, 2005).

24. Induction / Mentoring
A number of studies have found
that well-designed mentoring
programs raise retention rates for
new teachers by improving their
attitudes, feelings of efficacy, and
instructional skills (Darling-
Hammond, 2003).

25. Professional Development
• Essential for teachers to receive current
information in the field of education.
• Allows an opportunity for teachers’ to
strengthen weak areas.
• Should be a priority in developing a
campus plan.
• Opportunities to enhance one’s teaching
ability will lead to meeting the needs of
the students (Trahan, 2002).

26. Teacher Retention
• According to Greiner & Smith (2004), studies
found links between teacher retention and state
mandated teacher certification scores and
teacher education preparation programs.
• Teachers’ feelings about administrative support,
resources for teaching, and teacher input into
decision making are strongly related to their
plans to stay in teaching and to their reasons
for leaving (Darling-Hammond, 2000; Ingersoll,
2001).

27. Job Satisfaction
The main contributors to high levels
of teacher job satisfaction are
working with children (particularly
where teachers can develop strong
professional relationships), the
intellectual challenge of teaching
and employee autonomy and
independence (Spear, Gould, and
Lee, 2000).

28. Chapter III
Methodology

29. Research Design
Research Method – Mixed methods
using a complementary design. This
includes descriptive and correlational
analysis of existing data as well as data
obtained from open-ended interview
questions and surveys.

30. Research Design
• Trend analysis will be used to identify
the staffing patterns comparing
alternatively certified teachers to
traditionally certified teachers.
• Trend analysis refers to the concept of
collecting information and attempting to
spot a pattern, or trend, in the
information.
• Descriptive trends will be used to
examine emerging trends.

31. Subjects of the Study
Quantitative
Question 1:
• Alternatively and Traditionally Certified
Teachers from 65 schools in a selected district
Question 2:
• Alternatively and Traditionally Certified
Teachers from 30 elementary campuses in a selected
district
Qualitative
• Alternatively Certified Teachers with 3 or more years of
teaching experience from 30 elementary campuses in a
selected district
• 15 Mentors
• 15 Administrators
• 2 Human Resources Directors

32. Instrumentation
• The researcher developed a questionnaire that
will be used to collect data related to the
attitudes of alternatively certified teachers in
regards to their retention in the field.
• A semi-structured interview technique will be
used to collect data from selected alternatively
certified teachers, mentors, administrators, and
human resources directors.

33. Validity and Reliability
A pilot study will be conducted for
the questionnaire and interview
guide to ensure reliability. Items
will be reviewed for logical validity.

34. Data Collection and Recording
• The questionnaires will be delivered via
electronic mail to the alternatively
certified participants. Information
pertaining to distribution and due dates
will also be included with the delivery.
• Responses will be coded to assure
identity protection.
• Data from the questionnaires will be
placed in tables and graphs.
• Data from the district and respondents
will be secured in a bank vault for seven years.

35. Quantitative
Qualitative Qualitative
• Demographic Data of Alternatively Certified Teachers
• Comparative Numbers of Alternatively Certified Teachers and Traditionally
Certified Teachers (Over a five year period as reported by a selected urban
district)
• Percentages of Alternatively Certified Teachers and Traditionally Certified Teachers
(In the elementary schools of a selected urban district)
Interviews of Alternatively Certified
Teachers, Mentors, School
Administrators, and Human
Resources Directors
Questionnaires of Alternatively
Certified Teachers
Analysis of Data

36. Analysis of Data (Quantitative)
Correlational
Research
Question 1
Hypothesis Independent
Variables
Dependent
Variable
Statistical
Measurement
What trends
are occurring in
the
comparative
numbers of
alternatively
certified
teachers and
the numbers of
traditionally
certified
teachers over a
period of five
years within a
selected urban
district?
There is no
statistically
significant
relationship in
the comparative
numbers of
alternatively
certified
teachers and
the numbers of
traditionally
certified
teachers over a
period of five
years within a
selected urban
district.
Two Groups:
1) Alternatively
Certified
Teachers
2) Traditionally
Certified
Teachers
Pearson’s r
coefficient
of
correlation
Number of
Alternatively
Certified
Teachers
and
Traditionally
Certified
Teachers

37. Analysis of Data (Quantitative)
Correlational
Research
Question 2
Hypothesis Independent
Variables
Dependent
Variable
Statistical
Measurement
Is there a
relationship
between the
percentage of
alternatively
certified
teachers and
the percentage
of traditionally
certified
teachers in the
elementary
schools of the
selected urban
district?
There is no
statistically
significant
relationship in
the percentage
of alternatively
certified
teachers and
the percentage
of traditionally
certified
teachers in the
elementary
schools of the
selected urban
district.
Two Groups:
1) Alternatively
Certified
Teachers
2) Traditionally
Certified
Teachers
Pearson’s r
coefficient
of
correlation
Percentage of
Alternatively
Certified
Teachers
and
Traditionally
Certified
Teachers

38. Analysis of Data (Qualitative)
Surveys/Questionnaire
& Interviews
Data will be
presented in
tabular form to
show categories
& frequencies.
The weighted
mean will be
computed for
retention
factors.
Responses for
questions will be
categorized
into emergent
themes. These
will be presented
in tabular form
showing the
categories with
corresponding
frequencies and
percentages.
Inputs from the
selected teachers,
mentors,
administrators, and
HR directors will
be identified,
summarized and
explained.

39. References
• Darling-Hammond, L. (2000). Solving the dilemmas of
teacher supply, demand, and quality. New York:
National Commission on Teaching and America’s
Future.
• Darling-Hammond, L. (2003). Keeping good teachers:
Why it matters, what leaders can do. Association for
Supervision and Curriculum Development, 7-13.
• Darling-Hammond, L. (2005). Prepping our teachers for
teaching as a profession. The Education Digest, 22-
27.
• Easley, J. (2006). Alternative route urban teacher
retention and implication for principals’ moral
leadership. Educational Studies, 32(3), 241-249.
• Feistritzer, C.E., and Chester, D. T. (2003). Alternative
teacher certification. National Center for Education
Information.

40. References
• Gray, D.L. & Smith, A.E. (2005). No teacher left behind.
Kappa Delta Pi Record, 42(1), 7-9.
• Greiner, C.S. & Smith, B.S. (2004). Determining the
effect of selected variables on teacher retention.
Education, 126(4), 653 -659.
• Hoy, W.K. and Miskel, C.G. (2005). Educational
administration: Theory, research, and practice. New
York, NY: McGraw-Hill.
• Ingersoll, R. (2001). Teacher turnover and teacher
shortages: an organizational analysis. American
Educational Research Journal, 38(3), 499-534.
• May, P.B., Katsinas, S.G., and Moore, L. (2003).
Alternative teacher certification programs and Texas
community colleges. New Directions for Community
College, 121.

41. References
• Rosenow, D. (2005). Stress, burnout and self-esteem
among educators. Journal of Border Educational
Research, 4, 87-90.
• Spear, M., Gould, K., and Lee, B. (2000). Who would be a
teacher? A review of factors motivating and
demotivating prospective and practicing teachers
(Slough, UK, NFER).
• Trahan, C. (2002). Implications of the no child left behind
act of 2001 for teacher education. Washington, DC.
(Eric Document Reproduction Service No.
ED477723).
• Wang, C. (2007). The alternate route teachers’ transition
to the classroom: Preparation, support, and
retention. NASSP Bulletin 91(1) 98-113.