Journal of K-12 Educational Research 19 Research Question 3 (RQ3) For beginning teachers trained in an alternative preparation program, which teacher efficacy factor is most prominent: student engagement, instructional practices, or classroom management? Research Question 4 (RQ4) What are the beginning teachers’ perceptions about the role of self-efficacy? Data from both Part I and Part II of the current study were used to help provide a better understanding of how educator preparation programs and school districts could enhance self-efficacy in beginning teachers in the hope of supporting them in the classroom and, ultimately, increasing the likelihood that they would commit to a long- term career in the field of education. Summary of Findings and Interpretations RQ1 sought to determine if differences in preparation programs’ methods and philosophies would appreciably affect beginning teachers’ self-efficacy. Zee and Koomen (2016) noted the connection between self-efficacy and teacher commitment. Regardless of type, preparation programs that focus on strategies and techniques increase the number of teachers who say they will likely stay in education. Though there were some differences in self-efficacy levels related to the type of program completed, these were not significant. The current study’s results did not mirror Zhang and Zeller’s (2016) quantitative study, which indicated that teachers completing traditional programs outperformed those completing alternative programs. The findings from Anderson’s study (2002), however, aligned with the findings of the current study, which showed no significant difference in self-efficacy related to program type. No significant advantage was linked to either program. They are, in fact, remarkably similar in their ability to produce beginning teachers who have the confidence and skills that teaching requires. RQ2’s data did not show any significant difference in the areas of student engagement, instructional practices, or classroom management among teachers completing different preparation programs. The overall indication is that both traditional and alternative programs can adequately prepare beginning teachers to be effective in the classroom. RQ3 focused on beginning teachers who had been trained in alternative programs to determine which efficacy factor was most prominent: student engagement, instructional practices, or classroom management. While alternative programs are widely perceived as preparing new teachers less adequately than traditional programs leading to a bachelor’s in education, the current study showed no appreciable differences in these areas. Many aspiring teachers choose alternative programs because they fasttrack the process of getting a certificate, getting hired, and getting paid a standard teacher salary (Carver-Thomas & Darling- Hammond, 2017; Woods, 2016). Though one of the supposed disadvantages of such programs is that they do not build the expertise and confidence that teachers will need to stay in education for the long term (Woods, 2016), this was not borne out by the current study. Teachers who chose to participate in the current study answered 24 teacher questions about self-efficacy, along with two additional questions about their inclination to stay in education and their current job satisfaction level. There was a statistically significant difference among teachers from traditional programs in comparison to those completing alternative programs on the question of how likely it was that they would stay in education, but the current study also revealed that other factors also affected the decision. On the topic of job satisfaction, there was no significant difference in the levels that were reported. Figure 1 and Figure 2 display this information. A total of 112 teachers participated in the first phase of the current study by completing the Teachers’ Sense of Efficacy Scale (TSES), an instrument created by Tschannen- Moran and Woolfolk Hoy, to help measure teacher’s confidence level in teaching (Tschannen-Moran & Hoy, 2001). Seven of these participants continued on to the second phase. In this phase, RQ4 looked into these teachers’ perceptions about the role of self-efficacy. The researcher analyzed the participants’ responses to uncover common themes. Two of the teachers in this group had completed alternative programs; five had been trained in traditional programs.
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