Abstract:
This mixed-methods study examined the statistical difference between the perceptions of teachers and counselors on dual enrollment based on years of educational experience. The study investigated characteristics of high school teachers and counselors in South Georgia and examined overall teacher efficacy levels. Additionally, teacher and counselor concerns were identified regarding the implementation of successful dual enrollment programs.
Data for this study were collected in two phases. The first phase involved collecting quantitative data with teachers and counselors completing the modified Dual Enrollment Perception Survey from Gatlin (2009) to gather perceptions and demographics. The second phase of the study involved interviewing participants that had completed the electronic Dual Enrollment Perception Survey and administering the Teacher Sense of Efficacy Scale (TSES) from Tschannen-Moran and Hoy (2001).
Results of the study indicated that teachers and counselors in the participating districts had medium overall levels of teacher efficacy. There was no statistically significant difference between the teachers’ and counselors’ perceptions of dual enrollment based on years of experience. The lack of difference was unanticipated by this researcher due to past trends in efficacy levels. Recommendations from this study included using teacher and counselor perceptions for continuous improvement of dual enrollment program implementation. This would lead to increased student achievement as a result of well-trained staff for dual enrollment.