A Study on Novice Classroom Teachers' Problems with Regular and Alternative Certificates

Taneri, Pervin Oya
The purpose of the study was to explore the problems of first three-year classroom teachers who graduated from regular teacher education programs and alternative certificate programs. The study also aims at examining the problems in relation to the type of certification, gender, cities they work in, institutions they graduated from, age, graduation year, recruitment year, teaching practice, number of teachers in the schools, class size, and type of classroom they teach. The subjects of this study were elementary school classroom teachers, from Ordu, Samsun and Sinop. A total of 300 teachers in these cities were ! asked to fill out a questionnaire. Of the 300 teachers, 275 teachers (128 females, 147 males) completed and returned the questionnaires. The researcher for the purpose of data coll! ection prepared a questionnaire that consisted of a 19-item de! mographi c data sheet, and 24-item five points Likert type questionnaire. The collected data was analyzed by using descriptive statistics such as frequencies, percentages, means and standard deviations, as well as t test, and ANOVA. The findings indicated that classroom teachers mostly face problems in teaching compound classes, applying, and understanding the body of current laws, rules and regulations, teaching the reading and writing to elementary school students, in developing supporting teaching materials and in getting students participate to the course. The findings also indicated that the alternative certification teachers experience more professional problems than the regular education teachers. It was observed that gender,! city, teaching practice, number of teachers in the school, cl! ass size , and type of classroom they teach did not affect the problems experienced by the teachers.


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Citation Formats
P. O. Taneri, “A Study on Novice Classroom Teachers’ Problems with Regular and Alternative Certificates,” M.S. - Master of Science, Middle East Technical University, 2004.