An analysis of the Sam Houston State University Educator Preparation Program and the effect on graduate's perceptions of preparedness to teach

The purpose of this study was to examine what effect the educational preparation curriculum had on graduates of Sam Houston State University Educator Preparation Program as they began their professional teaching careers. The population was drawn from all graduates receiving certification in elementary education from 1997 through spring 2000. A questionnaire was sent to 50% of the 909 identified graduates with 196 responding. In addition to requesting demographic information, the questionnaire sought to obtain their perceptions of how well the Sam Houston State University Educator Preparation Program had prepared them to teach and to identify what course work had been most helpful.;Major research findings included: (1) Sam Houston State University graduates were generally pleased with their overall experience in the Educator Preparation Program. (2) There was a strong positive perception of satisfaction from graduates of 2000, 1999, and 1997 with their overall feeling of preparedness to teach.;Recommendations. (1) All areas of the Educator Preparation Program need to be evaluated and reviewed on an annual basis to insure the needs of the educational community and Sam Houston State University Educator Preparation Program graduates continue to be met. (2) The Educator Preparation Program and faculty should use the information gathered through the existing exit interviews at the completion of student teaching semester for evaluation of the perceptions of preparedness to teach. (3) A mentoring/outreach program should be established to support the graduates of the Educator Preparation Program at Sam Houston State University.;Recommendations for further research. (1) This study should be replicated with graduates of Educator Preparation Programs whose focus is secondary and/or middle school students. (2) A new study should be implemented that examines the specific issue of course work contained in Educator Preparation Programs. (3) A longitudinal study of graduates should be conducted in yearly increments to measure the changing needs of educators and the educational community.