What Do Teaching Qualifications Mean in Urban Schools? A Mixed-Methods Study of Teacher Preparation and Qualification

Abstract

The inequitable distribution of teachers in high-needs areas and the failure of teacher education programs have recently become focal points in the discussion of how to provide a quality education to all students. To address this concern, reformers have responded by mandating specific qualifications for teachers in all schools. These mandates have been established, however, without a real understanding of what these qualifications mean. This article adopts a mixed-methods approach to understanding what qualifications measure for novice teachers in urban districts in terms of teacher efficacy and one-year retention. Analysis of data from the Schools and Staffing Survey (2009-2010) and qualitative interviews reveal that qualifications do predict teacher efficacy, to an extent, yet they do not predict teacher retention. More research needs to be done to identify measurable qualifications that can actually predict what will happen in the first year of teaching.

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