Teacher Certification: Can the Alternate Path Less Traveled Lead to Success?

Abstract

Teacher self-efficacy plays a vital role in instructional effectiveness, student achievement, and teacher retention, particularly in literacy instruction. This explanatory sequential mixed methods study examined novice teachers’ self-efficacy in literacy instruction by comparing those from traditional teacher preparation programs (TPP) and alternative pathways (AP). Additionally, the study explored the impact of teacher induction programs on self-efficacy development and student reading outcomes.The quantitative phase utilized the Teachers’ Sense of Efficacy for Literacy Instruction (TSELI) scale, administered at the beginning and midpoint of the school year, along with student reading data from the Next Steps in Guided Reading Assessment (NSGRA). Independent and dependent t-tests revealed no statistically significant changes in teacher self-efficacy over time or between certification pathways. AP teachers demonstrated a slight (non-significant) increase in self-efficacy, while TPP teachers’ scores slightly declined. In contrast, student reading data revealed a statistically significant difference (p < .0001), with students of TPP teachers achieving greater literacy gains than those of AP teachers. The qualitative phase involved semi-structured interviews with six novice teachers. Four key assertions emerged from the thematic analysis: (1) induction programs played a critical role in enhancing teacher self-efficacy, particularly through coaching and structured feedback; (2) collaboration and access to resources enhanced novice teachers’ literacy instruction and instructional confidence; (3) teacher-student relationships were central to effective instruction and supported the development of teacher self-efficacy and student literacy growth; and (4) novice teachers’ self-efficacy varied based on instructional demands and preparation pathways, with AP teachers experiencing a steeper learning curve and greater reliance on induction support. These findings suggest that while induction programs support novice teachers in meaningful ways, self-efficacy does not automatically improve within the first semester. Certification pathway was associated with student outcomes, indicating a need for enhanced instructional training, particularly for AP teachers. Strengthening induction programs through structured mentorship, collaborative learning, and differentiation support may lead to improved teacher development and student literacy achievement.