The perceived efficacy of teacher preparation programs and beginning teachers' perceived level of preparedness

Adrienne Battle, Tennessee State University


This study examined the perceptions of new classroom teachers regarding the efficacy of their teacher preparation programs. The purpose of this study was also to identify major factors that may increase teacher effectiveness through teacher preparation programs. For the purpose of this study new teachers within their first three years of teaching were surveyed (N = 191). Teacher participants were teachers with 0-3 years of teaching experience in Middle Tennessee in Davidson, Lincoln and Maury Counties. Teacher respondents completed a survey composed of fifteen question items and three open ended questions. The findings from the study indicated that teachers’ perceptions of efficacy of their level of preparedness through teacher preparation programs did not have a direct correlation with the teachers’ years of experience, age or grade level taught. Out-of-state teacher preparation programs (M=3.67) received higher ratings of perceived efficacy than in-state programs (M=3.50). The following themes were represented through the teachers responses to three open ended questions in regards to the teachers efficacy of their teacher preparation program; classroom management, diverse learning needs, special education and student-teaching experiences. Recommendations from this study were to extend student-teaching placements for pre-service teachers to provide more real life application, provide more training at the university level in special education, meeting diverse learning needs and classroom management. ^

Subject Area

Education, Teacher Training

Recommended Citation

Adrienne Battle, "The perceived efficacy of teacher preparation programs and beginning teachers' perceived level of preparedness" (2008). ETD Collection for Tennessee State University. Paper AAI3307989.