Ohio Educators' Perceptions of College Credit Plus Adjunct Teacher Credentialing

Date of Award

2022

Degree Name

Ph.D. in Educational Leadership

Department

Department of Educational Administration

Advisor/Chair

Thomas Lasley

Abstract

This study used a survey conducted from September 2021 November 2021 to examine the perceptions of College Credit Plus (CCP) educator credentialing for college in high school programs known as dual enrollment. Over 400 responses were received representing educators from southwest Ohio. Respondents spanned roles in public schools of superintendent, principal, high school teacher, and school counselor. The findings showed that educators generally agreed on knowing the requirements for educators to become qualified to teach College Credit Plus courses at the high school location. The respondents with the most knowledge of CCP credentialing requirement were superintendents, school counselors, and educators with higher levels of education were more aware of credentialing requirements. The findings also revealed that educators generally agree with the perceived barriers to meeting the qualifications to meet the faculty credentialing requirements. The perceived barriers of financial and time costs of obtaining graduate coursework were the biggest barriers to meeting the CCP credentialing requirements for respondents who work in districts classified as an urban setting and with 16-20 years of experience. Recommendations for removing barriers to meet CCP educator credentialing requirements were made in the conclusions.

Keywords

Secondary Education, Higher Education, College Credit Plus, Dual Enrollment, High School Teacher, Faculty Credentialing, high school faculty adjunct credentials

Rights Statement

Copyright © 2022, author

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