2017 teacher education completer survey teacher survey results | munyon & jahani 3 we asked...

2017 Teacher Education Completer Survey College of Education & Human

Performance

Drs. Matthew Munyon & Shiva Jahani

2017 Teacher Survey Results | Munyon & Jahani 1

2017 Teacher Education Completer Survey

Prepared by Drs. Matthew Munyon and Shiva Jahani

Background

In 2016, the College of Education and Human Performance (CEDHP) at the University of Central

Florida (UCF) launched a survey to assess its teacher education completers’ perception of their

preparation to implement each of the six Florida Educator Accomplished Practices (FEAPs). The teachers

that were the focus of our 2017 survey graduated from UCF teacher education programs between 2007-

2016. We selected these completion dates to match the dates in the Florida Department of Education

(DOE) employment file. We sought spread the distribution net wide in order to sample teacher completers

from UCF who have taught a range of years in public and charter schools.

Instrument

We created the survey in Qualtrics. The survey consisted of eight questions including (a) an

informed consent, (b) a matrix for rating preparation self-perception across all six FEAPs (c) four

demographic questions, and (e) two open-ended questions asking teachers for their feedback related to

CEDHP teacher education program strength and growth opportunities. Teachers reported their perception

of how effective faculty were in preparing them to implement all six FEAPs using a five-point Likert scale:

(a) extremely effective, (b) very effective, (c) moderately effective, (d) slightly effective, and (e) not

effective at all. The six FEAPs are: (a) FEAP 1: Instructional Design and Planning, (b) FEAP 2: Learning

Environment, (c) FEAP 3: Instructional Delivery and Facilitation, (d) FEAP 4: Assessment, (e) FEAP 5:

Continuous Professional Development, and (f) FEAP 6: Professional Responsibility and Conduct.


Participants

We distributed the survey to 5,294 individuals who were teaching in public or charter schools in

Florida. We did not have the contact information for completers teaching in private schools or teaching

outside the state of Florida. The teaching experience among the sample ranged from less than one year

to 15 years and two months. We had a response rate of 11.3%, with 599 teachers starting surveys, and a

95% completion rate with 572 teachers completing their surveys. Of the 572 teachers completing surveys,

74.6% (n = 427) answered that question identifying their program of study at UCF. Teachers identified 17

programs of study. The number teachers representing each program of study ranged from one to 202.

Chart 1 presents a detailed frequency of teachers from the 17 programs of study. Of the 572 survey

completers, 75.5% (n = 432) identified their current role in their school. As shown in table one, the

majority (84.03%; n = 363) were classroom teachers. Nearly the same number of respondents (n = 433)

identified their highest degree (see Table 2). Highest degrees attained ranged from Bachelors to

Doctorate. Nearly 58% (n = 251) of respondents earned a Bachelors, with 37.4% (n = 162) of them also

earning their Masters. Less than 1% of respondents (n = 3) had earned a doctorate.

Table 1: Respondents’ Current Role % n

Classroom Teacher 84.03% 363

District Administrator 2.31% 10

ESE/Gifted Teacher 1.85% 8

School Administrator 3.24% 14

Support/Resource/Coach 3.47% 15

School Counselor 3.24% 14

School Psychologist 1.85% 8

Total 100.00% 432

Table 2: Respondents' Highest Degree % Count

Bachelors 57.97% 251

Masters 37.41% 162

Educational Specialist 3.93% 17

Doctorate (i.e., Ph.D., Ed.D.) 0.69% 3

Total 100% 433


We asked teachers their career plans for the next year ranging from staying in their current

position to leaving their current position. If respondents indicated they were planning to leave their current

position, we asked them to provide a reason. Tables 3 and 4 feature the detailed responses of

respondents’ career plans over the next year. Among those leaving their current positions in the next

year, 0% are doing so because they did not feel prepared to teach. The most common reason

respondents provided for leaving was tied between two: (a) lack of administrative support (20.83%, n = 5),

and (b) required duties were too demanding (20.83%; n = 5).


In future surveys, we will determined samples by matching teachers’ completion dates with the

evaluation dates of the Florida DOE Academic Program Performance Report (APPR). We currently

employ this sampling method with the Annual Principal Survey. In this way, beginning in 2018, the

teachers evaluated by principals in the Annual Principal Survey and those invited to respond to the

Annual Teacher Survey will be the same individuals. The primary benefit of this sampling method is

allowing us to compare teachers’ self-perceptions overall with principals’ independent evaluations of

teachers’ FEAP competence.

Table 3: Respondents Career Plan Over Next Year % n

Continue in my current school 80.32% 347

Transition to another school in the same district 3.94% 17

Transition to another district 1.85% 8

Transition to another state 0.93% 4

Transition from teaching to a role in education outside the classroom 6.02% 26

Leave education temporarily 0.93% 4

Leave education for career in other field 1.62% 7

Other 4.40% 19

Total 100% 432

Table 4: Respondents’ Reasons for Leaving Current Position % n

Low salary 12.50% 3

Lack of administrative support 20.83% 5

Required duties were too demanding 20.83% 5

Student behavior 12.50% 3

Dissatisfied with teaching as a career 8.33% 2

To take courses to improve career opportunities within the field of education 4.17% 1

Did not feel prepared to teach 0.00% 0

Pregnancy or child rearing 4.17% 1

Other (specify) 16.67% 4

Total 100% 24


Results

This report includes both the quantitative and qualitative results from the survey. The quantitative

results feature six tables (one for each FEAP) presenting the respondents’ perception ratings. We

organized the ratings within each table by program of study. We also present a composite percentage

and count for all ratings across the FEAPs that represent all respondents’ ratings. Among the ratings for

“Extremely Effective”, Professional Responsibility and Conduct (FEAP 6) was the highest (58.31%; n =

249 teachers). Teachers perceived that their teacher education programs were least effective in preparing

them for assessment (FEAP 4; 12.9%; n = 55 teachers).

The qualitative feedback respondents provided is extensive. We will conduct formal qualitative

analyses. By Friday, October 20, 2017, we will provide a supplemental report to include the qualitative

results.


FEAP 1: Instructional Design and Planning

Extremely effective

Very effective

Moderately effective

Slightly effective

Not effective at all

Total

Art Education 4 36.3% 4 36.3% 2 18.8% 1 9.0% 0 0.0% 11

Early Childhood Development and Education

9 36% 7 28% 4 16% 4 16% 1 4.0% 25

Educational Leadership

4 21.0% 13 68.4% 2 10.5% 0 0% 0 0% 19

Elementary Education 58 28.7% 74 36.6% 40 19.8% 22 10.9% 8 3.9% 202

English Language Arts Education

8 29.6% 6 22.2% 8 29.6% 3 11.1% 2 7.4% 27

Exceptional Student Education

13 27.0% 17 35.4% 14 29.1% 3 6.25% 1 2.08% 48

Mathematics Education

8 36.3% 9 40.9% 2 9.0% 2 9.0% 1 4.5% 22

Middle School Mathematics Education

0 0% 1 50% 1 50% 0 0% 0 0% 2

Middle School Science Education

0 0% 1 100% 0 0% 0 0% 0 0% 1

School Counseling 4 33.3% 3 25% 3 25% 2 16.6% 0 0% 12

School Psychology 1 12.5% 2 25% 4 50% 1 12.5% 0 0% 8

Science Education: Biology

3 25% 7 58.3% 2 16.6% 0 0.% 0 0% 12

Science Education: Chemistry

0 0% 1 50% 1 50% 0 0% 0 0% 2

Science Education: Physics

0 0% 2 66.6% 1 33.3% 0 0% 0 0% 3

Social Science Education

6 19.3% 19 61.2% 1 3.23% 4 12.9% 1 3.23% 31

World Languages Education

1 50% 0 0% 1 50% 0 0% 0 0% 2

Total 119 27.9% 166 38.9% 86 20.1% 42 9.9% 14 3.3% 427


FEAP 2: Learning Environment

Extremely effective

Very effective


Slightly effective


Total

Art Education 3 27.7% 5 45.4% 2 18.8% 1 9.0% 0 0.0% 11


13 52% 10 40% 2 8% 0 0% 0 0% 25


7 36.8% 11 57.8% 1 5.3% 0 0% 0 0% 19

Elementary Education 68 33.8% 82 40.8% 33 16.4% 16 7.9% 2 1% 201


11 40.7% 10 37.0% 4 14.8% 2 7.4% 0 0% 27


18 37.5% 22 45.8% 4 8.3% 3 6.25% 1 2.08% 48


6 27.2% 10 45.4% 5 22.7% 1 4.55% 0 0% 22


1 50% 0 0% 0 0% 1 50% 0 0% 2


0 0% 1 100% 0 0% 0 0% 0 0% 1

School Counseling 3 25% 5 41.6% 4 33.3% 0 0% 0 0% 12

School Psychology 0 0% 5 62.5% 3 37.5% 0 0% 0 0% 8


7 58.3% 3 25.0% 2 16.6% 0 0.% 0 0% 12


0 0% 1 50% 1 50% 0 0% 0 0% 2


0 0% 3 100% 0 0% 0 0% 0 0% 3


9 29.0% 12 38.7% 8 25.8% 0 0% 2 6.4% 31


1 50% 0 0% 0 0% 1 50% 0 0% 2

Total 147 34.5% 180 42.2% 69 16.2% 25 5.9% 5 1.2% 426


FEAP 3: Instructional Delivery and Facilitation

Extremely effective

Very effective


Slightly effective


Total

Art Education 5 45.4% 2 18.1% 3 27.2% 1 9.0% 0 0.0% 11


9 36% 9 36% 6 24% 1 4% 0 0% 25


5 26.3% 10 52.6% 4 21.0% 0 0% 0 0% 19



9 33.3% 11 40.7% 5 18.5% 1 3.7% 1 3.7% 27


18 37.5% 16 33.3% 12 25% 1 2.0% 1 2% 48


5 22.7% 13 59.0% 2 9.0% 2 9.0% 0 0% 22


0 0% 1 50% 0 0% 1 50% 0 0% 2


0 0% 1 100% 0 0% 0 0% 0 0% 1

School Counseling 4 33.3% 3 25.0% 4 33.3% 1 8.3% 0 0% 12

School Psychology 0 0% 6 75% 2 25% 0 0% 0 0% 8


4 33.3% 7 58.3% 1 8.3% 0 0.% 0 0% 12


0 0% 1 50% 1 50% 0 0% 0 0% 2


0 0% 2 66.6% 1 33.3% 0 0% 0 0% 3


8 25.8% 15 48.4% 6 19.3% 1 3.2% 1 3.2% 31


1 50% 0 0% 1 50% 0 0% 0 0% 2

Total 130 30.4% 179 42% 82 19.2% 31 7.3% 5 1.2% 427


FEAP 4: Assessment

Extremely effective

Very effective


Slightly effective


Total

Art Education 5 45.4% 3 27.2% 2 18.1% 0 0% 1 9.0% 11


6 24% 8 32% 6 24% 4 16% 1 0% 25


5 26.3% 10 52.6% 3 15.8% 1 5.3% 0 0% 19



8 29.6% 9 33.3% 3 11.1% 4 14.8% 3 11.1% 27


14 30.4% 14 30.4% 13 28.3% 3 6.5% 2 4.3% 46


6 27.3% 8 36.4% 7 31.8% 1 4.5% 0 0% 22


1 50% 1 50% 0 0% 0 50% 0 0% 2


0 0% 0 0% 1 100% 0 0% 0 0% 1

School Counseling 2 16.7% 5 41.7% 5 41.7% 0 0% 0 0% 12

School Psychology 3 37.5% 3 37.5% 1 12.5% 1 12.5% 0 0% 8


5 41.7% 7 58.3% 0 0% 0 0.% 0 0% 12


0 0% 1 50% 0 0% 1 50% 0 0% 2


1 33.3% 0 0% 2 66.7% 0 0% 0 0% 3


6 19.3% 15 48.4% 7 25.6% 2 6.4% 1 3.2% 31


1 50% 0 0% 1 50% 0 0% 0 0% 2

Total 120 28.2% 143 33.6% 107 25.1% 37 8.7% 18 4.2% 425


FEAP 5: Continuous Professional Development

Extremely effective

Very effective


Slightly effective


Total

Art Education 6 54.5% 2 18.1% 2 18.1% 1 9% 0 9.0% 11


7 28.% 11 44% 7 28% 0 0% 0 0% 25

Educational Leadership 7 36.8% 10 52.6% 1 5.3% 1 5.3% 0 0% 19



9 33.3% 12 44.4% 3 11.1% 3 11.1% 0 0% 27


20 41.7% 17 35.4% 7 14.6% 3 6.2% 1 2.0% 48

Mathematics Education 8 36.4% 11 50% 1 4.5% 2 9.0% 0 0% 22


0 0% 2 100% 0 0% 0 0% 0 0% 2


1 100% 0 0% 0 0% 0 0% 0 0% 1

School Counseling 4 33.3% 6 50% 2 16.7% 0 0% 0 0% 12

School Psychology 1 12.5% 1 12.5% 5 62.5% 1 12.5% 0 0% 8


6 50% 3 25% 2 16.7% 1 8.3% 0 0% 12


0 0% 0 0% 2 100% 0 0% 0 0% 2


0 0% 0 0% 3 100% 0 0% 0 0% 3


7 22.6% 13 41.9% 9 29.0% 1 3.2% 1 3.2% 31


1 50% 1 50% 0 0% 0 0% 0 0% 2

Total 139 32.6% 156 36.6% 95 22.3% 28 6.5% 8 1.8% 426


FEAP 6: Professional Responsibility and Conduct

Extremely effective

Very effective


Slightly effective


Total

Art Education 7 63.4% 3 18.1% 0 0% 1 9% 0 0.0% 11


16 64% 6 24% 2 8% 1 4% 0 0% 25


9 47.4% 9 47.4% 0 0% 0 5.3% 1 5.3% 19



19 70.4% 6 22.2% 1 3.7% 1 3.7% 0 0% 27


31 64.5% 12 25.0% 4 8.3% 1 2.0% 0 0.0% 48


14 63.6% 6 27.2% 1 4.5% 1 4.5% 0 0% 22


1 50% 1 50% 0 0% 0 0% 0 0% 2


1 100% 0 0% 0 0% 0 0% 0 0% 1

School Counseling 9 75% 3 25% 0 0% 0 0% 0 0% 12

School Psychology 4 50% 3 37.5% 1 12.5% 0 0% 0 0% 8


8 50% 3 25% 1 8.3% 0 0% 0 0% 12


0 0% 1 50% 1 50% 0 0% 0 0% 2


1 0% 2 66.7% 0 0% 0 0% 0 0% 3


15 22.6% 14 41.2% 2 6.4% 0 0% 0 0% 31


1 50% 1 50% 0 0% 0 0% 0 0% 2

Total 249 58.31% 141 33.0% 27 6.32% 8 1.87% 2 0.47% 427

2017 teacher education completer survey teacher survey results | munyon & jahani 3 we asked...

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