**2. Study of principals' perceptions**

The study was conducted in the spring of 2017 and asked principals what their perceptions were in regards to hiring a teaching candidate who has completed a bachelor degree from an online teacher preparation program compared to hiring a teaching candidate from a traditional campus based teaching program? This study was done as a case study by doing an interview of K-12 principals to gain an understanding by using in depth questions to gain detailed information from the participants. This study focused on interview questions and participants' responses to gain insight into the perceptions principals have concerning potentially hiring online degree earners. By using open ended questions, the researcher gained in-depth information concerning the participant's perceptions, opinions, and feelings as they relate to hiring teachers who have obtained their teaching degrees through an online program. It was conducted by contacting principals in a county in Virginia through email and setting up times to conduct interviews with each one or giving them the option of responding by email. The participants were also given a scenario similar to [26], who had given permission to use the questions in this study. Adams and Defleur [22] presented three different scenarios concerning interviewing teaching candidates with a traditional, partial online, or online degree and which they would choose to offer a position to and why. This portion gave participants three candidates to choose from for an upcoming open teaching position. The only difference between the three candidates was the level of online studies they have completed to obtain their degree. The participants were asked to explain which candidate they would choose and why.

The results showed that principals interviewed have an overall positive perception of teacher candidates who have completed their degrees through a web-based teacher preparation program. The information presented details how principals pay

**55**

learning process.

*E-Learning Acceptance: Online Teaching Degree Earners and What Principals Think*

ment. Principal D stated "I interview people, not degrees."

When participants were then asked to address any advantages, or disadvantages

they could perceive for this candidate, again the overall response was positive. Participants did not perceive candidates as having any specific advantages or disadvantages related to their completing an online teacher preparation program. However, another reoccurring theme was the lack of personal interaction unless the candidate's program required a student teaching or internship assignment. Six of eight participants indicated have their own positive experiences as they related to online courses. The other two did not have any experience with online courses. Those who had indicated having positive experiences as they related to online learning, had utilized online coursework either for re-certification or to work on their own graduate degree aspirations. Principals noted the flexibility of completing their work online and perceived this type of learning as effective. One complaint by two principals was the lack of hands on learning which they perceive as valuable in the

Principals were asked to describe their own personal opinions of web-based teacher preparation programs and six out of eight principals indicated a positive perception of online teacher education/preparation; as long as they are obtaining the necessary degree/certification. One principal did not feel comfortable enough with online teacher education programs to provide an answer and another indicated the belief that a classroom environment is just going to be better for preparing a

little attention to where a teaching candidate completed their degree but instead focus their attention on the experiences the candidate has completed in addition to their degree plan which may have prepared them to teach in a classroom. This could happen through student teaching, practicum, and internships. The study was conducted in a public-school county in Virginia and out of 20 principals who were asked to participate in the interview process, eight offered their responses to the questions; three high school, one middle school and four elementary school. Only principals who participate in the hiring process were invited to participate in the interview process. Principals did not indicate a desire for one specific method of obtaining a degree but were more concerned with a candidate's hands-on experiences as well as recommendations from those familiar with the candidate's abilities in the classroom. While there were, numerous factors associated with hiring a teaching candidate, principals made it very clear that where or how a degree was obtained was not a factor. Principals put a different emphasis on multiple items when making a hiring decision but how a degree is obtained is not one of them. What are principal's perceptions of hiring a teaching candidate who has completed a bachelor degree from an online teacher preparation program compared to hiring a teaching candidate from a traditional campus based teaching program? Participants were asked a series of 16 questions with no follow up questions asked in an effort to maintain uniformity throughout the process. When appropriate, the participants' responses were analyzed and determined to be positive perceptions, negative perceptions, or neither positive nor negative perceptions. Participants were asked how they would respond to an interviewee who completed a web-based online teacher preparation program to attain his/her certification and the overall perception was a positive one. One reoccurring theme concerning this question and others was how much additional experience the candidate had in addition to their degree. Seven of the eight participants indicated they would have a positive perception of a candidate who had completed a web-based online teacher preparation program to attain a teaching certificate. The one person did not have a positive or negative perception but instead indicated a desire to know more about the program the candidate completed and the program's requirements. All respondents indicated a desire to know how much experience a candidate had in a real classroom environ-

*DOI: http://dx.doi.org/10.5772/intechopen.95237*

#### *E-Learning Acceptance: Online Teaching Degree Earners and What Principals Think DOI: http://dx.doi.org/10.5772/intechopen.95237*

little attention to where a teaching candidate completed their degree but instead focus their attention on the experiences the candidate has completed in addition to their degree plan which may have prepared them to teach in a classroom. This could happen through student teaching, practicum, and internships. The study was conducted in a public-school county in Virginia and out of 20 principals who were asked to participate in the interview process, eight offered their responses to the questions; three high school, one middle school and four elementary school. Only principals who participate in the hiring process were invited to participate in the interview process. Principals did not indicate a desire for one specific method of obtaining a degree but were more concerned with a candidate's hands-on experiences as well as recommendations from those familiar with the candidate's abilities in the classroom. While there were, numerous factors associated with hiring a teaching candidate, principals made it very clear that where or how a degree was obtained was not a factor. Principals put a different emphasis on multiple items when making a hiring decision but how a degree is obtained is not one of them.

What are principal's perceptions of hiring a teaching candidate who has completed a bachelor degree from an online teacher preparation program compared to hiring a teaching candidate from a traditional campus based teaching program? Participants were asked a series of 16 questions with no follow up questions asked in an effort to maintain uniformity throughout the process. When appropriate, the participants' responses were analyzed and determined to be positive perceptions, negative perceptions, or neither positive nor negative perceptions. Participants were asked how they would respond to an interviewee who completed a web-based online teacher preparation program to attain his/her certification and the overall perception was a positive one. One reoccurring theme concerning this question and others was how much additional experience the candidate had in addition to their degree. Seven of the eight participants indicated they would have a positive perception of a candidate who had completed a web-based online teacher preparation program to attain a teaching certificate. The one person did not have a positive or negative perception but instead indicated a desire to know more about the program the candidate completed and the program's requirements. All respondents indicated a desire to know how much experience a candidate had in a real classroom environment. Principal D stated "I interview people, not degrees."

When participants were then asked to address any advantages, or disadvantages they could perceive for this candidate, again the overall response was positive. Participants did not perceive candidates as having any specific advantages or disadvantages related to their completing an online teacher preparation program. However, another reoccurring theme was the lack of personal interaction unless the candidate's program required a student teaching or internship assignment. Six of eight participants indicated have their own positive experiences as they related to online courses. The other two did not have any experience with online courses. Those who had indicated having positive experiences as they related to online learning, had utilized online coursework either for re-certification or to work on their own graduate degree aspirations. Principals noted the flexibility of completing their work online and perceived this type of learning as effective. One complaint by two principals was the lack of hands on learning which they perceive as valuable in the learning process.

Principals were asked to describe their own personal opinions of web-based teacher preparation programs and six out of eight principals indicated a positive perception of online teacher education/preparation; as long as they are obtaining the necessary degree/certification. One principal did not feel comfortable enough with online teacher education programs to provide an answer and another indicated the belief that a classroom environment is just going to be better for preparing a

*Health and Academic Achievement - New Findings*

and mortar courses [8, 9, 13, 22].

**2. Study of principals' perceptions**

in these particular areas but so vehemently are against teaching candidates with a degree from an online degree program. There are overall beliefs candidates who have been trained through an online program would not be sufficient teacher candidates, and given the choice between two candidates, one of which has completed their degree online and the other through traditional means, almost one hundred percent of the time, they will choose the traditional candidates [7–9, 11, 25]. There is this belief system, but then again there are programs such as the one in California which follows the same rigorous accreditation process when compared to brick and mortar schools follow and whose students must pass the same certification test at the end of the course [14]. Principals do not have confidence in online learning as an effective method of properly preparing teachers to work in a classroom [22]. The research gathered also shows a lack of acceptability of online credentials for principals as well [22]. Even when other factors are considered such as a principal's experience with online earning and their age, there does not seem to be a deviation from an overall negative perception of online learning as being an acceptable method of preparing educators for the career they seek. The results continue to be the same; principals do not feel comfortable with the training received through online program to feel comfortable offering an online graduate a position over a student who received their degree through a traditional brick and mortar institution [7–9, 13, 26]. Principals are uncertain with the preparation received by candidates who have completed their coursework through an online environment and feel the online work may not be as difficult, which again continues the belief concerning online education and how students could be taking online coursework in an attempt to avoid the rigor of brick

The study was conducted in the spring of 2017 and asked principals what their perceptions were in regards to hiring a teaching candidate who has completed a bachelor degree from an online teacher preparation program compared to hiring a teaching candidate from a traditional campus based teaching program? This study was done as a case study by doing an interview of K-12 principals to gain an understanding by using in depth questions to gain detailed information from the participants. This study focused on interview questions and participants' responses to gain insight into the perceptions principals have concerning potentially hiring online degree earners. By using open ended questions, the researcher gained in-depth information concerning the participant's perceptions, opinions, and feelings as they relate to hiring teachers who have obtained their teaching degrees through an online program. It was conducted by contacting principals in a county in Virginia through email and setting up times to conduct interviews with each one or giving them the option of responding by email. The participants were also given a scenario similar to [26], who had given permission to use the questions in this study. Adams and Defleur [22] presented three different scenarios concerning interviewing teaching candidates with a traditional, partial online, or online degree and which they would choose to offer a position to and why. This portion gave participants three candidates to choose from for an upcoming open teaching position. The only difference between the three candidates was the level of online studies they have completed to obtain their degree. The participants were asked to explain which candidate they

The results showed that principals interviewed have an overall positive perception of teacher candidates who have completed their degrees through a web-based teacher preparation program. The information presented details how principals pay

**54**

would choose and why.

future teacher candidate. It is worth noting that this principal had recently hired a teacher candidate who completed their degree online. This principal did not feel comfortable addressing the question concerning the use of online teacher preparation programs but still felt confident enough to hire a teaching candidate who had completed their degree through an online program.

Principals' perceptions of an online teacher program preparing a teaching candidate for classroom management, their methodology/pedagogy of teaching, and how to handle special needs students or diversity were neither positive nor negative. Principals had confidence that the information could be taught and learned but an overwhelming theme related to these questions was the need for students to participate in a classroom as a student teacher or through an internship. Experience was mentioned numerous times by all those who participated in this questionnaire. Principal E stated, "theory can be taught in the online classes and the actual field experience would be used to fine-tune in the field through the internship."

All of the principals who participated in this study indicated at least minimal knowledge of the use of online teacher education with their knowledge increasing for those who have used online education as source for their own continuing educational experiences. Principals were presented with a scenario where a teaching candidate, had completed wholly or almost wholly a degree via the internet and were asked to describe their level of concern. Principals indicated their level of concern would be minimal to none. Two had concerns related to if the candidate had completed any student teaching or practicum experiences. They also wanted to know more information about the candidate than just the fact that they had completed an online degree program. Principal F stated; "my only concern would be that the candidate could show actual field experience that would demonstrate their overall understanding and application of what they had learned in their coursework". Principal C added "I have personally seen the level of persistence it takes because one of my teacher aides was going to school online to get her teaching degree and is now working on a Master's degree."

Principals indicated that their organization does not place an emphasis on the reputation of a specific college or university. Principals elaborated on their response and the desire to find someone who would fit in their school setting regardless of how they obtained their degree. Principals are aware of a school in the local area who produces teaching candidates but they all stated that where someone graduates is not a factor in deciding to offer them a position teaching in their school. Principals perceive how the degree is earned as being irrelevant. To continue a common theme throughout their responses, there was a continued focus on the candidate themselves and the personal experiences or internships which allow them to put what they have learned to action. Principal D reiterated an earlier statement, "I am interviewing the person, not the degree."

When asked further if principals perceive online candidates the same as students from traditional programs they responded with a positive perception of students from online programs and perceive them as being like candidates with a traditional degree. The subject of experience in the classroom and student teaching assignments was brought up again, with five of the eight respondents who felt they had the necessary experience to address this question mentioning it being essential for the candidate to have had a field experience. The other three respondents did not feel they had the experience necessary to respond to this question. The overall perception is that online degrees are equal to traditional degrees. Although, two respondents did say they would want to know more about the program the candidate completed. Principal C said, "I believe traditional

**57**

*E-Learning Acceptance: Online Teaching Degree Earners and What Principals Think*

should be better, but I need teachers with degrees and I am not concerned with where they obtained them from." All but one respondent had at least some experience with online coursework, even if it was a training course required by the county for which they worked. Three participants had worked or were working on their own post graduate online degree. Regardless of their personal experiences, principals have a positive perception of teaching candidates regardless of their past experiences with online learning. Principals are more concerned with the experience gained through the program completed and with issues such as the interview, references, and additional details gained rather than how the degree

Finally, principals were given the option of telling how they would decide who to hire between three candidates. One attended a traditional brick and mortar college or university, one completed part of their degree traditionally and another part online, and the third completed a web based program online. All three interviewed well and their transcripts are almost identical. Participants responded unanimously to this particular question and stated that how a candidate completed their degree would not impact the final decision concerning hiring a candidate. There were

• Principal A "When we hire a candidate, we always interview as a committee and we ask tough questions and it is a tough process but one thing I have never heard a committee member discuss is where a candidate received a degree

• Principal B "I would need to find something that set them apart from one another but how they obtained their degree would not be something I would

• Principal C "I would review experience, resume, etc. to determine the best fit for the position without regard for which learning experience they had

• Principal D "It would depend on factors other than what is listed above."

• Principal E "My choice would be how I feel about a candidate after the interview. A teacher needs the degree but also needs the personality for the

• Principal F "I am inclined to hire the candidate that has a glowing recommendation from a teacher that they worked under during their practicum and that has good references from co-workers and other teachers and/or

• Principal G "The individual who has the best recommendations, most wellrounded experiences and most productive, positive student teaching placement. Success in a student-teaching placement indicates that a candidate works

• Principal H "I will hire the candidate whom I feel connects best with people and has a stronger content area knowledge base. I will also look to see who best fits into the existing culture and climate of the school. How they earned their

*DOI: http://dx.doi.org/10.5772/intechopen.95237*

was obtained.

from."

numerous statements made:

think of using."

participated in."

position."

administrators."

well with students and colleagues."

degree will be irrelevant to me."

#### *E-Learning Acceptance: Online Teaching Degree Earners and What Principals Think DOI: http://dx.doi.org/10.5772/intechopen.95237*

should be better, but I need teachers with degrees and I am not concerned with where they obtained them from." All but one respondent had at least some experience with online coursework, even if it was a training course required by the county for which they worked. Three participants had worked or were working on their own post graduate online degree. Regardless of their personal experiences, principals have a positive perception of teaching candidates regardless of their past experiences with online learning. Principals are more concerned with the experience gained through the program completed and with issues such as the interview, references, and additional details gained rather than how the degree was obtained.

Finally, principals were given the option of telling how they would decide who to hire between three candidates. One attended a traditional brick and mortar college or university, one completed part of their degree traditionally and another part online, and the third completed a web based program online. All three interviewed well and their transcripts are almost identical. Participants responded unanimously to this particular question and stated that how a candidate completed their degree would not impact the final decision concerning hiring a candidate. There were numerous statements made:


*Health and Academic Achievement - New Findings*

internship."

completed their degree through an online program.

degree and is now working on a Master's degree."

"I am interviewing the person, not the degree."

future teacher candidate. It is worth noting that this principal had recently hired a teacher candidate who completed their degree online. This principal did not feel comfortable addressing the question concerning the use of online teacher preparation programs but still felt confident enough to hire a teaching candidate who had

Principals' perceptions of an online teacher program preparing a teaching candidate for classroom management, their methodology/pedagogy of teaching, and how to handle special needs students or diversity were neither positive nor negative. Principals had confidence that the information could be taught and learned but an overwhelming theme related to these questions was the need for students to participate in a classroom as a student teacher or through an internship. Experience was mentioned numerous times by all those who participated in this questionnaire. Principal E stated, "theory can be taught in the online classes and the actual field experience would be used to fine-tune in the field through the

All of the principals who participated in this study indicated at least minimal knowledge of the use of online teacher education with their knowledge increasing for those who have used online education as source for their own continuing educational experiences. Principals were presented with a scenario where a teaching candidate, had completed wholly or almost wholly a degree via the internet and were asked to describe their level of concern. Principals indicated their level of concern would be minimal to none. Two had concerns related to if the candidate had completed any student teaching or practicum experiences. They also wanted to know more information about the candidate than just the fact that they had completed an online degree program. Principal F stated; "my only concern would be that the candidate could show actual field experience that would demonstrate their overall understanding and application of what they had learned in their coursework". Principal C added "I have personally seen the level of persistence it takes because one of my teacher aides was going to school online to get her teaching

Principals indicated that their organization does not place an emphasis on the reputation of a specific college or university. Principals elaborated on their response and the desire to find someone who would fit in their school setting regardless of how they obtained their degree. Principals are aware of a school in the local area who produces teaching candidates but they all stated that where someone graduates is not a factor in deciding to offer them a position teaching in their school. Principals perceive how the degree is earned as being irrelevant. To continue a common theme throughout their responses, there was a continued focus on the candidate themselves and the personal experiences or internships which allow them to put what they have learned to action. Principal D reiterated an earlier statement,

When asked further if principals perceive online candidates the same as students from traditional programs they responded with a positive perception of students from online programs and perceive them as being like candidates with a traditional degree. The subject of experience in the classroom and student teaching assignments was brought up again, with five of the eight respondents who felt they had the necessary experience to address this question mentioning it being essential for the candidate to have had a field experience. The other three respondents did not feel they had the experience necessary to respond to this question. The overall perception is that online degrees are equal to traditional degrees. Although, two respondents did say they would want to know more about the program the candidate completed. Principal C said, "I believe traditional

**56**
