Date of Award
6-26-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Ibrahim Duyar
Committee Members
Cynthia Taylor; Tania Reis
Call Number
LD 251 .A566d 2024 G89
Abstract
This quantitative study examined the influences of uncertified teacher rates, teacher attrition rates, and teacher inexperience rates on reading achievement in high-poverty schools in Arkansas, incorporating the frameworks of Human Capital and Social Capital Theories. Utilizing archival data from the 2021-2022 academic year and employing multiple linear regression and analysis of covariance, the study meticulously examined the relationship between teacher characteristics and third grade reading achievement across the state. Contrary to initial hypotheses, the findings presented a nuanced landscape where none of the teacher-related factors (uncertified status, attrition, inexperience) significantly predicted reading achievement outcomes within the examined cohort. This divergence from expected results underscores the complexity of educational dynamics in high-poverty contexts and prompts a critical reassessment of conventional narratives linking teacher qualifications directly with student performance. The implications of these findings are multifaceted, suggesting that focusing solely on teacher certification, experience, and retention may not suffice to elevate reading achievement levels among students in high-poverty schools. Instead, the results highlight the pivotal role of broader socio-economic factors and the necessity for comprehensive educational strategies that extend beyond improving teacher qualifications. This study enriches the existing discourse on educational equity by illustrating the intricate interplay between teacher characteristics, school demographics, and socio-economic conditions, thereby advocating for a holistic approach to educational reform in underserved communities. Recommendations for practice emphasize the importance of addressing socio-economic disparities and fostering supportive, resilient educational environments. Future research is encouraged to expand the scope of investigation to include diverse geographical and demographic contexts, incorporate qualitative insights, and explore additional variables influencing educational outcomes. The current study aimed to shed light on the challenges and complexities involved in improving student achievement in high-poverty schools, highlighting the potential need for targeted interventions and policies that tackle the underlying causes of educational disparities.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Guy, Terri, "Examination of Hindering Influences of Uncertified Teachers, Teacher Attrition Rates, and Inexperienced Teachers on Reading Achievement in High-Poverty Schools" (2024). Student Theses and Dissertations. 97.
https://arch.astate.edu/all-etd/97
