dc.contributor.author	Pope, Brecca S.
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	1980-2020	en_US
dc.date.accessioned	2022-01-18T19:15:08Z
dc.date.available	2022-01-18T19:15:08Z
dc.date.issued	2021
dc.identifier.other	89DE7D75-FDB7-BD8F-4973-CAA56D4E260D	en_US
dc.identifier.uri	https://hdl.handle.net/10428/5193
dc.description.abstract	Colleges and universities are trusted with the responsibility of preparing the professionals of tomorrow. However, the number of individuals seeking a profession in education has been on a steady decline over the past 4 decades (King, 2018). This deterioration of education graduates has exacerbated the issue of poor teacher retention, leading to nationwide teacher shortages. (United States Department of Education [ED], 2017). In Georgia, 26.3% of those hired in 2013 were no longer employed in the Georgia public school system by 2018, leaving thousands of teaching vacancies unfilled statewide (Georgia Professional Standards Commission [GaPSC], 2019). High rates of new teacher attrition have a significant negative financial impact on America’s school districts as 40% of new teachers leave their jobs during their first 5 years of teaching, at an estimated national cost of over $8 billion annually (King, 2018; Phillips, 2015; Sutcher et al., 2019). The purpose of this study was to explore the lived experiences of successful veteran completers of the Georgia Teacher Academy for Preparation and Pedagogy (GaTAPP), a non-traditional teacher development program. As more school districts fill vacancies with candidates who have obtained certification through alternative means, the importance of better understanding the experiences of the study participants may increase. This study may benefit organizations involved in the education, certification, and employment of educators. The information gained from this study may also be beneficial to individuals interested in obtaining a teaching certificate through an alternative certification program. Keywords: Self-Efficacy, Teacher Academy for Preparation and Pedagogy, GaTAPP	en_US
dc.description.tableofcontents	Chapter I 1 -- Overview 2 -- Problem Statement 4 -- Purpose Statement 5 -- Research Questions 5 -- Significance of the Problem 6 -- Conceptual Framework 7 -- Summary of Methodology 15 -- Limitations 17 -- Definition of Terms 18 -- Summary 21 -- Chapter II 23 -- Literature Review 23 -- Experiential Knowledge 25 -- Historical Background of Teacher Training and Certification 27 -- Foundation of Certification 28 -- Normal Schools 29 -- Original Teacher Shortages 29 -- Establishment of Teacher Training and Certification in Georgia 30 -- Teacher Shortages 33 -- Factors of Teacher Attrition and Retention 35 -- Financial Influence 37 -- Rural, High-Poverty, and High-Minority Schools 39 -- School Climate 40 -- Teacher Attrition and Retention in Georgia 41 -- Teacher Shortages in Critical Fields 42 -- Special Education 43 -- Math and Science 44 -- Foreign Language 45 -- Teacher Workforce Supply and Demand 46 -- Alternate Certification 48 -- Georgia Teacher Academy for Preparation and Pedagogy 51 -- Self-Efficacy 55 -- Performance Experience 56 -- Vicarious Experience 57 -- Social Persuasion 59 -- Physical and Emotional States 60 -- Imaginal Experience 61 -- Summary 61 -- Chapter III 64 -- Methodology 64 -- Research Design and Rationale 66 -- Setting 67 -- Role of the Researcher 68 -- Proposed Sampling Technique 70 -- Data Collection Procedures 72 -- Interviews 72 -- Documents 74 -- Researcher Memos 75 -- Data Analysis Procedures 76 -- Issues of Trustworthiness 78 -- Credibility 78 -- Transferability 79 -- Dependability 80 -- Confirmability 80 -- Ethical Procedures 81 -- Summary 83 -- Chapter IV 84 -- Participants 84 -- Abbey 85 -- Desmond 91 -- Martha 97 -- Julia 103 -- Nancy 108 -- Eleanor 113 -- Summary 119 -- Chapter V 120 -- Results 120 -- Discussion of Themes 123 -- School and District Culture 125 -- GaTAPP Experiences 131 -- Self-Efficacy Strategies 136 -- Participant Barriers and Mitigating Strategies 141 -- Summary 142 -- Chapter VI 144 -- Conclusion 144 -- Research Questions: Summary Discussion 146 -- Research Question 1: What are the life and career experiences of successful veteran teachers who completed the GaTAPP in southwest Georgia? 147 -- Research Question 2: What were the perceived barriers of successful veteran teachers who completed the GaTAPP in southwest Georgia? 153 -- Research Question 3: What strategies were used by successful veteran teachers who completed the GaTAPP in southwest Georgia to mitigate completion barriers? 155 -- Implications of the Study 158 -- Implications to School Districts 159 -- Implications to GaTAPP Program Providers 161 -- Implications to GaTAPP Candidates 163 -- Limitations of the Study 165 -- Researcher Bias 165 -- Generalizability 166 -- Sample Size 166 -- Geographic Region 167 -- Purposive Sampling 167 -- Limited Related Literature 168 -- Impact of COVID-19 169 -- Recommendations 169 -- Recommendations for Future Studies 169 -- Increase Sample Size and Expand Diversity 169 -- Specify Grade and Content 170 -- Study Unsuccessful GaTAPP Candidates 170 -- Conduct Quantitative, Mixed Methods, or Longitudinal Studies 171 -- Expand Geographic Region 171 -- Study Effects of COVID-19 Pandemic 171 -- Summary 172 -- References 176 -- Appendix A 191 -- Appendix B 193 -- Appendix C 197 -- Appendix D 199 -- Appendix E 204 -- Appendix F 212	en_US
dc.format.extent	1 electronic document and derivatives, 224 pages. 1771497 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	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.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education	en_US
dc.subject	Georgia	en_US
dc.subject	Self-efficacy	en_US
dc.subject	Teachers--Training of	en_US
dc.title	A Phenomenological Study of the Self-Efficacy of Program Completers of the Georgia Teacher Academy for Preparation and Pedagogy	en_US
dc.type	Thesis	en_US
dc.contributor.department	Department of Leadership, Technology, & Workforce Development of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Bochenko, Micheal J.
dc.description.committee	Truby, William F.
dc.description.committee	Haralson, J. Shawn
dc.description.committee	Williams, Lisa N.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US