Motivations, beliefs, and program needs of alternative certification candidates at the University of Georgia
Rohde, Lisa Ann
MetadataShow full item record
Sixty-four students enrolled in post-baccalaureate programs at the University to Georgia in order to earn their initial teacher certification were surveyed. Participants were asked questions about their demographics and background, motivations for entering teaching, beliefs about teaching efficacy, anticipated challenges and rewards, and the concerns or suggested changes for their certification program. The results showed that these programs attracted a higher proportion of minority teachers than traditional programs, but no greater proportion of males. Also, the candidates had a great deal of experience working in education with children and most knew at least one friend or family member who also taught. Alternative certification candidates were mostly motivated by intrinsic or altruistic motivations rather than extrinsic rewards of teaching. Proposed changes to the programs included increased financial aid, changes to the schedule and location of classes, and additional coursework. Further results, implications, and directions for future research will be discussed below.