Date of Award

6-2025

Degree Type

Dissertation

Degree Name

Doctor of Education

Department

Human Services

First Advisor

Brian Uriegas

Second Advisor

Sarah Straub

Third Advisor

Richard Skuza

Fourth Advisor

Kevin Jones

Abstract

This qualitative study examined teacher preparation programs in K-12 public schools, focusing on principal perceptions of the strengths and weaknesses of teacher preparation programs and their connections to teacher attrition. Data was collected through semi-structured interviews with K-12 public school administrators to gain insight into the effectiveness of teacher preparation programs. The research highlighted the need for principals' perceptions of the quality of teacher preparation programs. Current literature indicates that these programs often lack adequate practical classroom experience, provide insufficient training for managing diverse student needs, and fail to equip teachers with effective classroom management strategies. Additionally, principals' insights could help emphasize essential updates to improve teacher preparation programs, which, in turn, could enhance teacher retention and overall teacher quality. The findings highlighted the implications for policymakers and school administrators, underscoring the need for more thorough, practice-oriented teacher preparation programs to better support educators and enhance retention in K-12 public schools.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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