What Do Surveys of Program Completers Tell Us About Teacher Preparation Quality? Identifying which teacher preparation programs produce highly qualified teachers is understood to be a means to improve the effectiveness of teacher preparation programs (TTP). One proposed method for measuring TTP effectiveness is surveying recent graduate’s satisfaction with the training received. Research suggests that analysis of the surveys correlate satisfaction with teacher classroom performance, evaluation ratings, and retention data. If correct, this data offers schools a wealth of information to aid in deciding which pre-service programs to focus recruiting efforts. It also suggests that surveys can provide data for holding TTP accountable.
But much of the available research lacks sufficient rigor. This paper uses survey data from teachers in the state of North Carolina to gauge graduate’s satisfaction with TTP training to raise the validity and reliability of the study’s findings. The study concludes perceptions of preparation programs are modestly associated with the effectiveness and retention of first and second-year teachers. The researchers find, on average, those who feel better prepared to teach are more effective and more likely to remain in teaching. These results indicate that surveys of preparation program graduate satisfaction be monitored to assure validity and reliability of polling, given the interest accreditation bodies, state agencies, and teacher preparation programs show in using this data for high stakes decision making. The results also imply that surveys alone do not provide sufficient data to identify which programs offer the best teacher training.
Citation: Bastian, K. C., Sun, M., & Lynn, H. (2018). What do surveys of program completers tell us about teacher preparation quality? Journal of Teacher Education, November 2019.