Perceptions of effectiveness of alternatively and traditionally licensed teachers

This qualitative phenomenological study examined the perceptions of both traditionally and alternatively licensed teachers regarding the effectiveness of their teacher preparation program on creating effective classroom teachers. Sixteen teachers at three Northeast Georgia schools participated in a series of semi-structured interviews over a period of five months. The teachers described perceptions of their teacher preparation route and corresponding effectiveness in the classroom. In addition to the interviews the teachers were asked to complete the Teachers Sense of Efficacy Scale in order to establish a quantitative view of self-efficacy among study participants. The interviews revealed that the most important qualities possessed by effective teachers were rooted essentially in their love of students and of content regardless of teacher preparation route.