International Journal of Business and Social Science

ISSN 2219-1933 (Print), 2219-6021 (Online) DOI: 10.30845/ijbss


Non-Traditionally Certified School Leaders’ Self-Perceptions of Background Knowledge and Needs
Casey Graham Brown, Jay Ratcliff

Many teachers enter classrooms via alternative means. Alternatively certified teachers often are hired immediately before, or after, school begins. The teachers often miss crucial induction and mentoring. Building-level leaders who began their educational careers as alternatively certified teachers are often similarly disadvantaged. To examine the professional needs of originally alternatively certified administrators, 15 leaders participated in qualitative, semi-structured interviews. Data were coded and themes emerged. The interviewees believed that their alternative routes introduced an external perspective to their profession; however, they perceived initial negative stereotypes about alternatively certified educators who enter the education business. The administrators described the need to participate in additional training and seek assistance from other educators to compensate for missed traditional education classes. Leaders cited the need for assistance, but many were leery to ask for help out of concern that their questions would cause supervisors to doubt their ability to manage new leadership roles.

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