Supporting Alternate Routes to Teacher Certification: Principals' perceptions

The purpose of this quantitative study was to examine principals' perceptions regarding the importance of six dimensions of support for Traditional and Alternative Route to Teacher Certification (ARTC) graduates. Additionally, this study compares principals' perceived importance of these support dimensions for ARTC graduates to the perceived importance of these support dimensions for Traditionally Certified graduates. Information was also collected regarding the relationship between the support dimensions for ARTC graduates and building grade levels and areas of teaching specialization.;A sample population of principals employing one or more graduates from two Eastern Illinois University ARTC programs was used for this study. Results indicate principals consider the appraisal and emotional support dimensions most important for Traditionally Prepared Teacher Certification and ARTC graduates. Participants' also identified the instrumental support dimension for ARTC graduates more important than for Traditionally Prepared Teacher Certification graduates. Additionally, respondent scores in the informational support dimension were significantly higher for ARTC graduates in special education than those for ARTC graduates in secondary education.;Further research related to supporting ARTC graduates is suggested in the following areas: (a) comparing principal perceptions of the importance of six dimensions of support to principal practices associated with these support dimensions, (b) determining the perceptions of ARTC graduates regarding the importance of the six dimensions of support, (c) comparing the perceptions of ARTC graduates regarding the importance of the six dimensions of support to the perceptions of their principals, (d) comparing perceptions of the ARTC graduates regarding the types of support provided in each of the dimensions of support to the perceptions of their principals, (e) determining the perceptions of ARTC program practices associated with these support dimensions, (f) determining the perceptions of school administration program practices associated with these dimensions of support.