A QUALITATIVE STUDY INVESTIGATING THE ATTRITION AND RETENTION OF CONDITIONALLY CERTIFIED TEACHERS IN A LARGE URBAN SCHOOL DISTRICT

Abstract

ABSTRACTThe rise in teacher attrition has left many schools in large urban districts scrambling to find certified and experienced teachers each school year, due to a dwindled certified candidate pool. Consequently, many schools have resorted to hiring conditionally certified teachers (CCTs) yearly to fill existing vacancies left behind by both certified and experienced teachers and CCTs, who, according to research, leave at twice the rate of certified teachers. This qualitative study reviewed the literature on alternative preparation of CCTs and was then designed to incorporate two research methods. Focus groups and individual interviews were the primary methods used for collecting data from a sampling of Conditionally Certified teachers’ experiences and perspectives on their growth and retention in a large urban school district (District A). Eight teachers participated in two focus groups and four individual interviews. The study revealed mixed reviews about the support that CCTs received through mentoring, collaboration, professional development, and school leadership. The study more closely- examined observation and feedback as the theory of change to support CCTs’ effectiveness and retention in the classroom. The results showed that quality observation and feedback could hold significant promise in providing the type of support that CCTs need to become more effective classroom teachers and bolster their retention in District A.