An exploratory study to determine principals' perceptions concerning the effectiveness of a fifth-year teacher preparation program

The preparation of teachers has undergone a variety of reforms during the past several years. Over 100 universities nationwide have developed fifth-year teacher preparation programs designed to offer a unique approach to the development of beginning teachers. The University of Tennessee, Knoxville implemented its program during the 1991-92 school year. The purpose of this study was to determine the perceptions of principals concerning the effectiveness of a unique fifth-year teacher preparation/ internship program and to compare these perceptions with prior held views concerning fourth-year student teaching program effectiveness. The study is descriptive in nature. The population of this study consisted of 40 principals who were directly involved with the supervision of interns who completed the UTK fifth-year teacher preparation/internship program during the 1991-92 school year. Data were collected by means of two instruments. A Principals' Perceptions Questionnaire (PPQ) was mailed to each member of the study. Forty usable questionnaires were returned. The second phase of the study used a Semi-Structured Interview Guide to determine deeper and broader views of principals concerning program effectiveness. Eight principals proportionally representing elementary, middle, and high school principals were randomly selected and interviewed. This group represented a 20% stratified sample of the original population. Principals responded to the questionnaire on a Likert-type scale, from 1- strongly disagree to 5-strongly agree, to each statement. Responses were placed on an SAS data file for statistical analysis. Means and standard deviations were calculated for each of the PPQ's 36 statements. Chi square analysis was used to determine meaningful differences between and among eight demographic groups related to each statement. Each of the eight interviews conducted were audiotaped, categorized, and summarized in regard to the study's four guiding research questions. Results of the study revealed general support for the UTK fifth-year teacher preparation/internship program. Thirty three of 36 statements received means of 3.50 or higher. Domain 1, general effectiveness of The University of Tennessee internship, received a mean of 3.83. Domain 2, effectiveness of a fifth-year internship compared with fourth-year student teaching, received a composite mean of 3.69. Domain 3, intern performance on the state model for local evaluation, received a mean of 3.63. The overall questionnaire mean was 3.72. The highest-rated statements related to the perceptions that fifth-year interns developed effective professional relationships with mentors; a year-long internship was an appropriate amount of time for in-school teaching experiences; and fifth-year interns were appropriately exposed to extracurricular activities. The lowest-rated statements related to the pursuance of a master's degree and skill within content area and greater levels of TIM competence compared to fourth-year student teachers. The interview process revealed a variety of strengths, as well as some weaknesses, associated with a fifth-year teacher preparation/internship program. Principals placed great value in a year-long experience that provides interns with a broader experience and allows for a variety of educational opportunities. Maturity and confidence of interns were perceived as great strengths of the program. The single greatest weakness acknowledged by all principals who were interviewed was the cost or financial burden a fifth year of education placed on interns. Several conclusions were reached upon completion of the study: 1. Principals perceived that a fifth-year teacher preparation/internship program is generally effective in producing beginning teachers, 2. A year-long internship was perceived as an appropriate amount of time for such a program; 3. A fifth-year teacher preparation/internship program compared favorably with fourth-year student teaching programs with which principals had previously worked; and 4. Prospective teachers who complete a fifth-year program are more likely to be successful in their first year of teaching than their student-teaching counterparts. This study concluded with several recommendations for further research and various program applications of the UTK fifth-year teacher preparation/ internship program.