The Acceptability of Online Degrees: Principals and Hiring Practices in Secondary Schools
Jonathan Adams, Sue Lee, The Florida State University, United States ; Juliann Cortese, The Florida State University, United States
CITE Journal Volume 12, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
A national survey of high school principals (N = 683) was used to assess the acceptability of job applicant qualifications that included degrees earned either online, partly online, or in a traditional-residential teacher-training program. The applicants with coursework taken in a traditional-residential setting were overwhelmingly preferred over applicants holding a degree earned partly or wholly online. Chi-square analyses were used to examine the relationships among applicant selection and respondents’ demographic characteristics, their explanations for applicant selection, and background information. Results indicated that applicant selection significantly differed by gender, school type (public vs. private), opinions on hiring criteria, and experience with online classes. Further analysis indicated that online courses were perceived as not presenting sufficient opportunity for students to develop important social skills through interaction with other students and mentors.
Adams, J., Lee, S. & Cortese, J. (2012). The Acceptability of Online Degrees: Principals and Hiring Practices in Secondary Schools. Contemporary Issues in Technology and Teacher Education, 12(4), 408-422. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2012 Society for Information Technology & Teacher Education
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Interviewing Principals to Obtain their Perceptions of Certified Teaching Candidates with a Degree from an Online Teaching Program
Christopher Applegate, Liberty University, United States
International Journal on E-Learning Vol. 18, No. 2 (April 2019) pp. 129–145
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