The Experiences of Rural Special Education Teachers Who Chose an Alternative Preparation Pathway
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Authors
Glass, Doris Nicole
Issue Date
2024-11-13
Type
Dissertation
Language
en_US
Keywords
Special education , Teachers--Training of , Rural schools--Georgia , Georgia , Special education--Study and teaching , Teacher effectiveness , Teacher turnover--Prevention , Burn out (Psychology) , Education, Rural--Georgia , Teacher motivation , Dissertations, Academic--United States
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Abstract
Enrollment in traditional special education teacher preparation programs has declined while enrollment in alternative preparation programs has increased in Georgia (Georgia Insights, 2023). Since alternative preparation programs have become the viable recruitment vein for rural schools challenged to fill special education teaching vacancies, school administrators and alternative preparation program staff need a lens through which to view these teachers’ unique experiences and subsequent needs so as not to perpetuate turnover and burnout. This study focused on exploring the experiences of individuals who are rural special education teachers who completed an alternative teacher preparation pathway, the Georiga Teacher Academy for Preparation and Pedagogy (GaTAPP). The study’s methodology was rooted in a phenomenological approach using Seidman’s (2013) three-interview series. The four participants, employed in different rural Georgia schools, had completed their GaTAPP program two years or less at the time of the interviews. The five emerging themes identified through data analysis were Motivation, GaTAPP Experiences, Challenges, Resources, and Improvements to Strengthen Alternative Program. Participants identified their beliefs, attitudes, and practices resulting from using an alternative preparation pathway for certification purposes. The study’s results highlight the significance of rural school systems’ and partnering education agencies’ assessment of their efforts for collaboration to sustain and enhance partnerships focused on alternative preparation pathway programs for special education certification.
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.