Date of Award
6-19-2026
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Ibrahim Duyar
Committee Members
Richard Casey; Tiffany Harris
Abstract
This qualitative case study explored how secondary teachers in one urban public school system described their experiences in alternate-route certification programs and how those experiences shaped their decisions to stay in the classroom. As districts continue relying on alternate-route teachers to address ongoing shortages, it is important to understand how teachers interpret their preparation, coaching, and early classroom experiences through the lens of adult learning, or andragogy, and what supports they believe actually helped them succeed with students, particularly in areas such as phonological awareness, classroom management, and foundational instructional practices. A total of 196 teachers met the study’s criteria and received an email asking about their willingness to participate. Ten teachers agreed, completed the consent form and questionnaire, and participated in one-on-one interviews. Although only 10 teachers responded, the group still represented a diverse sample of both men and women from different racial backgrounds. Data were analyzed using open coding, thematic analysis, and constant comparison to identify shared patterns across their certification journeys. Findings showed that teachers entered the profession through alternate routes for practical reasons: service to the community, quick entry, and stable employment; but the training and first-year experience often determined whether they planned to remain. Participants emphasized that coursework needed to be more relevant and grounded in andragogy, allowing adult learners to connect theory to real classroom demands. Teachers consistently discussed the need for explicit preparation in instructional skills such as phonological awareness, vocabulary routines, and structured literacy practices, noting that many alternate-route programs assumed this knowledge rather than teaching it. Mentorship quality, school-based coaching, and administrative support also played a major role in shaping teacher confidence and long-term career intentions. Overall, the study highlights that retention among alternate-route teachers is directly connected to the alignment of certification training with the realities of urban classrooms, the use of adult-learning principles that respect prior experience, and the availability of high-quality coaching, especially in foundational reading instruction. These findings would provide guidance for districts and certification programs seeking to strengthen teacher preparation and improve retention among alternate-route educators.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Phillips, Jenifer, "Urban Teachers’ Perceptions of the Influence of Their Alternate Route Certification Programs on Their Retention" (2026). Student Theses and Dissertations. 1168.
https://arch.astate.edu/all-etd/1168
