Evaluating "Quality" methods of filling the "Teacher Gap": Results of a pilot study with early career teachers

Abstract

Challenges for meeting the highly-qualified teacher demand, exacerbated by the critical shortage of teachers, have necessitated a variety of preparation routes for those entering the profession of teaching. This pilot study examined teacher confidence and self efficacy related to teacher preparedness within the first three years of employment. Specifically, the study examined preparation experience perceptions of early career teachers. All teachers who were employed three years or less from three Florida school districts were invited to participate. Data were analyzed and aggregated according to teacher preparation type – traditional or non-traditional (alternative) program. Participants indicated their likelihood of remaining in the program, district, and school as well as their degrees of confidence in preparation for the competencies identified. Overall results as well as differences between those who completed a traditional teacher preparation program and those with a non-traditional teacher preparation program are presented. Implications for training priorities and replicating research are discussed