What Do Teaching Qualifications Mean in Urban Schools? A Mixed-Methods Study of Teacher Preparation and Qualification

Abstract

The inequitable distribution of teachers in high-needs areas and the failure of teacher education programs have recently become focal points in the discussion of how to provide a quality education to all students. To address this concern, reformers have responded by mandating specific qualifications for teachers in all schools. These mandates have been established, however, without a real understanding of what these qualifications mean. This article adopts a mixed-methods approach to understanding what qualifications measure for novice teachers in urban districts in terms of teacher efficacy and one-year retention. Analysis of data from the Schools and Staffing Survey (2009-2010) and qualitative interviews reveal that qualifications do predict teacher efficacy, to an extent, yet they do not predict teacher retention. More research needs to be done to identify measurable qualifications that can actually predict what will happen in the first year of teaching.

Integrating ICT in Teacher Colleges - A Change Process

“…The qualitative research has exposed the internal factors, which are mostly hidden from the quantitative research (Frank, 1998). Thus, the combination of both methods contributes to a deeper and more meaningful understanding from which to examine the perceptions of educators regarding application of advanced technologies in instruction (Eckert, 2013).…”

An examination of individual teacher engagement and school climate characteristics that influence highly effective veteran teachers to remain teaching in low-performing schools.

“…The researchers concluded, teachers who had negative perceptions of administrators were more likely to either leave teaching in New York City or transferred to other schools (Ingersoll, 2001;Ingersoll et al, 2014;Kraft et al, 2016). Conversely, Eckert (2012) identified teachers' sense of self-efficacy, defined as the personal satisfaction that comes from feeling competent to do the job well, as the main determinant in the decision to stay or leave teaching for both novice and veteran teachers. A survey of 2,000 current and former teachers in California revealed that teachers felt greater personal satisfaction when they believed in their own efficacy, were involved in decision making, and established strong collegial relationships (Eckert, 2012;Futernick, 2007).…”

“…Conversely, Eckert (2012) identified teachers' sense of self-efficacy, defined as the personal satisfaction that comes from feeling competent to do the job well, as the main determinant in the decision to stay or leave teaching for both novice and veteran teachers. A survey of 2,000 current and former teachers in California revealed that teachers felt greater personal satisfaction when they believed in their own efficacy, were involved in decision making, and established strong collegial relationships (Eckert, 2012;Futernick, 2007). Kraft et al (2016) in their study on the relationship between organizational context, teacher turnover, and student achievement in middle schools in New York City concluded that improvements in school leadership, collegiality, and school safety had a positive influence on teacher turnover and growth in student achievement.…”

“…On the other hand, a high level of turnover is problematic and is likely an indication of underlying organizational challenges (Ingersoll et al, 2014). In the school context, the overarching objective is to produce successful, well-rounded students, and high teacher turnover is counter to this effort (e.g., Cherng & Halpin, 2016;Eckert, 2012;Hanushek et al, 2004;Hughes, 2012;Ingersoll, 2003;Ingersoll et al, 2014).…”

Black male voices : cultural connections, developing character and defining manhood in an urban all-male high school

“…Many believe that classrooms should be led by a diverse group of teachers who can connect and identify with the population of students they will be teaching. However, the assessment of incoming teachers entering the (urban) public school system have since lost their real meaning (Eckert, 2013). Novice White teachers are unable to connect race and the role it plays in the achievements of their students (Watson, Charner-Laird, Kirkpatrick, Szczesiul, & Gordon, 2006).…”