Teacher Preparedness, Stress, and Subjective Well-Being in Alternative and Traditional Certification Route Teachers

Many educators who enter the teaching profession via the traditional route leave the profession early. As a result, many school districts rely on alternative certification programs to fill the teacher shortage. Though the traditional route of teacher certification contains instruction parallel to pedagogical theories and produces candidates with the opportunity to gain experience through practicums, the alternative route allows candidates to move directly into the classroom to fill teacher vacancies. The purpose of this study was to examine possible differences in teacher job-related stress and teacher subjective well-being as a function of teacher certification route. In addition, possible differences in teacher preparedness were examined as a function of certification route and time of preparedness assessment. The demand control model, self-efficacy theory, and role stress model were used as theoretical frameworks. Data were obtained from a convenience sample of 103 first year teachers within two public school districts in South Carolina. A one-way multivariate analysis of variance (MANOVA) showed no statistically significant differences in the mean levels of job-related stress between teachers certified traditionally and alternatively. A second MANOVA showed that teachers certified alternatively had significantly higher levels of each component of teacher subjective wellbeing (school connectedness, teacher efficacy, and total wellbeing). Chi square analyses showed no significant differences in teacher preparedness between teachers certified traditionally and alternatively. This study may lead to positive social change by providing insight to develop strategies that reduce teacher stress, improve teacher wellbeing, and reduce teacher shortages