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How do licensure types influence special education teacher turnover in Utah?

INSTRUCTIONS TO CANDIDATES
ANSWER ALL QUESTIONS

Chapter 3- Methodology

Description of the Data Set

 

The primary purpose of this study is to examine how factors related to licensing influence special education teacher turnover. This study used data from the Comprehensive Administration of Credentials for Teachers in Utah Schools (CACTUS) database maintained by the Utah State

Board of Education (USBE). The CACTUS database contains a variety of educationally relevant data related to licensure and teacher turnover as it relates to the present study. Using CACTUS, we analyzed SET turnover data from the 2020-2021 to the 2021-2022 school years. The goal of this study is to develop models that determine if factors related to SET licensing are correlated with SET turnover. This study will include both descriptive and regression analyses. In this

section, the context regarding Utah schools is provided, followed by a description of the datasets, definitions of variables, and an overview of the analytical methods used.

 

 

 

Research Question 1

1.      How do licensure types influence special education teacher turnover in Utah?

 

2.      How does licensure level influence special education teacher turnover?

 

3.      How does licensure preparation route influence special education teacher turnover?

 

4.      How does alignment of license & teaching assignment influence special education teacher turnover?

Table 3.

 

Variable Descriptive Name

Variable Levels Description

Licensure Status

0: Professional

1. Provisional

 

 

Licensure Route

0: Traditional

1: Alternative

Licensure Area + Endorsements

0: Specialist

1: Generalist

Dual Licensure

0: Not Dual Licensed 1: Dual Licensed

Teaching in-field or out-of-field

0: Teaching in-Field

1: Teaching out-of-Field

Turnover Status

1: Movers or Leavers 0: Stayers

 

 

 

 

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