Campus Location
Dallas Campus (Online)
Date of Award
11-2025
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
John McIntyre
Second Committee Member or Secondary Advisor
Lin Carver
Third Committee Member or Committee Reader
Mark Weatherly
Abstract
The problem addressed in this study was the high attrition rate of alternatively certified teachers
who often exit the classroom at greater rates than traditionally trained teachers, particularly
within their first 5 years of teaching. The purpose of this study was to explore the lived
experience of alternatively certified teachers to identify the support, conditions, and leadership
practices that contributed to their persistence. A qualitative phenomenological study was used,
with data collected from 14 alternatively certified teachers who work in a Central Texas school
district, utilizing semistructured interviews. Data collection methods included interviews,
member checking, and researcher field notes. Research procedures included coding the
transcripts, developing themes through repetitive analysis, and cross-checking data with
participant feedback to strengthen trustworthiness. The findings indicate that supportive
leadership, mentoring, and positive campus culture were key to teachers’ decision to remain in
the profession. The participants emphasized the significance of belonging, autonomy,
professional growth opportunities, and personal meaning gained from student success and
accomplishments. Continuous encouragement from colleagues and administrators reinforced
teacher resilience and motivation. The study concluded that alternatively certified teachers’
retention is heavily impacted by relational, cultural, and leadership factors rather than external
incentives. Schools that intentionally promote positive environments, provide quality
mentorship, and support collaboration can improve teacher persistence. These findings highlight
the need for preparation programs, districts, and policymakers to design systemic supports that
address professional and personal dimensions of teacher well-being.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Hardy, Donna M., "Understanding the Retention of Alternatively Certified Teachers: Key Factors and Insights" (2025). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 958.
https://digitalcommons.acu.edu/etd/958