The Experiences of Rural Special Education Teachers Who Chose an Alternative Preparation Pathway

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dc.contributor.author Glass, Doris Nicole
dc.coverage.spatial Georgia en_US
dc.coverage.temporal 2013-2024 en_US
dc.date.accessioned 2025-03-27T17:32:07Z
dc.date.available 2025-03-27T17:32:07Z
dc.date.issued 2024-11-13
dc.identifier.other ff4a77a6-299a-40b6-9ef5-73a54f13d7fb en_US
dc.identifier.uri https://hdl.handle.net/10428/7389
dc.description.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. en_US
dc.format.extent 1 electronic record. PDF/A document, 149 pages, 3306576 bytes. 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 Special education en_US
dc.subject Teachers--Training of en_US
dc.subject Rural schools--Georgia en_US
dc.subject Georgia en_US
dc.subject Special education--Study and teaching en_US
dc.subject Teacher effectiveness en_US
dc.subject Teacher turnover--Prevention en_US
dc.subject Burn out (Psychology) en_US
dc.subject Education, Rural--Georgia en_US
dc.subject Teacher motivation en_US
dc.subject Dissertations, Academic--United States en_US
dc.title The Experiences of Rural Special Education Teachers Who Chose an Alternative Preparation Pathway en_US
dc.type Dissertation en_US
dc.contributor.department Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services en_US
dc.description.advisor Paine, Deborah
dc.description.committee Lairsey, John
dc.description.committee Bochenko, Michael
dc.description.committee Nobles, Kathy
dc.description.degree Ed.D. en_US
dc.description.major Curriculum, Leadership & Technology en_US


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