**3. Evaluation of findings**

Based on the information presented from the principals' responses to the 16 questions asked, there are numerous factors which can impact how they perceive a teaching candidate but the one factor which does not impact their decision for hiring a candidate is how they obtained their degree. These findings are in stark contrast to Faulk [7–9] and Huss [11, 12], who reported the negative perceptions principals had concerning web-based teacher education programs. Principals expressed confidence in web-based programs providing the training necessary in order to understand the proper theories, principles, and knowledge necessary to be a competent classroom teacher. This was similar to the positive perceptions principals have expressed in past studies [7–9]; however, the principals were also very clear on the need for actual experience in the classroom getting an opportunity to put into practice the information they had learned in through the online environment. This was consistent with past studies which addressed the continual need for hands-on time in the classroom getting experience actively teaching a group of students [7–9, 11, 12, 26]. There is a concern expressed by principals that without the personal experience in the classroom, teaching candidates could miss out on some of the skills and information an internship or student teaching assignment afford. This aligns with the study conducted by Grossman and Johnson [21], who also reported the need for those being trained to be a teacher to get an opportunity to gain personal experience and learn in an actual classroom environment. Principals made it very clear that having a degree from a web-based program would not impact a candidate and that when given the option between three candidates whom are all similar other than the method they chose to obtain their degree; the method of degree completion would not be a defining factor. This is a contradiction to Huss [11], who reported than when given the choice between two candidates, one who completed an online degree and the other traditional, principals would hire the traditional candidate every time.

It was also evident that even principals who had limited experience with online programs still had confidence these programs could prepare a teaching candidate appropriately. There are other factors that go into a principal deciding who they should hire, but as the principals have stated, how the degree was obtained or where it was obtained does not get evaluated. Thornton [15], instead they discussed the reasons they believe there is no difference between web-based and traditional teacher preparation programs if they require similar experiences outside of the learning environment. Even though past researchers have shown that principals are concerned with where a degree was completed or the reputation of the school offering the degree [9, 13]. The principals interviewed were not concerned about where the degree was completed but instead need teachers who have completed a degree program and are certified as teachers. They are looking for the person who has a degree and is the most qualified to do the job. This aligns with Bourke & Brown [27], which addressed the main point when it comes to looking to hire a teaching candidate is finding the best person for the job. This was not the anticipated outcome of this study since almost all the previous research in relation to online degrees or online teaching degree programs reported that principals had a negative perception of these teacher preparation programs [7–9, 12, 16]. There is also evidence that principals place an emphasis on the amount of time spent in a classroom through practicums, internships, or student teaching which was consistent with past research [14, 15, 26]. The number one word used by principals throughout their responses was experience.

**59**

have provided more responses.

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

Eight out of 20 principals in a school district in Virginia agreed to complete the interview and their statements concerning web-based teacher preparation programs identified numerous factors related to a teaching candidate getting hired, but having a degree through an online program was not a factor. Principals made it clear they pay attention to experience, interviews, as well as recommendations from others but that they are more concerned with the candidate having a degree and certification necessary as well as making sure they are a proper fit within their organization. This contrasts with previous studies which focused on webbased preparation programs and principals' negative perceptions of these types of programs [7–9, 12]. Principals may or may not have experience with online courses themselves but regardless their concerns about web-based teaching degrees centers around if the programs have the same requirements as traditional programs and making sure the candidate has had an opportunity to show what they have learned through the program by doing a practicum or student teaching experience. Candidates who have had that opportunity can also help themselves in the interview process by providing letters of recommendation from those who have seen the candidate performing the would-be job. It is then up to the candidate to sell themselves to the principal or committee who is interviewing perspective employment candidates. This is consistent with other studies which focused on what principals look for when searching for teaching candidates to fill open positions [14, 27–29].

Online education has become an integral part of the educational process and the popularity of this kind of education has continued to grow which is evident since 9 million students took online courses in 2020 (Education [30]). With this rapid growth in online coursework and programs, it seemed appropriate to determine how online degree programs could impact students completing their teaching degree with this method. In this study, the researcher sought to determine what 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. The responses were concise that the amount of time a teacher candidate has had in the classroom is more of a factor than the method used to obtain the degree. Principals made it very clear that when it comes to determining who to hire for a teaching position, there are issues like how the person interviews, references, as well as evidence which shows they can apply the book work they have learned in an actual classroom. The principals were concerned about the social aspect of teaching and how that would be addressed through an online program but that is contradictory to Hendricks [13], which reported that students who complete a web-based degree engage more socially than those completing a degree traditionally. The principals' responses centered more on the social interaction of working in a classroom instead of the social connection of a taking a course. The biggest limitation to this study was the size of the county and the number of principals available to be interviewed. There were only twenty principals and while eight responded, providing a good response for this county, a larger county may

Online education continues to grow and for this author, the rigor and requirements of online learning is equal to traditional brick and mortar schools and this

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

**4. Summary**

**5. Conclusion**

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

### **4. Summary**

*Health and Academic Achievement - New Findings*

Based on the information presented from the principals' responses to the 16 questions asked, there are numerous factors which can impact how they perceive a teaching candidate but the one factor which does not impact their decision for hiring a candidate is how they obtained their degree. These findings are in stark contrast to Faulk [7–9] and Huss [11, 12], who reported the negative perceptions principals had concerning web-based teacher education programs. Principals expressed confidence in web-based programs providing the training necessary in order to understand the proper theories, principles, and knowledge necessary to be a competent classroom teacher. This was similar to the positive perceptions principals have expressed in past studies [7–9]; however, the principals were also very clear on the need for actual experience in the classroom getting an opportunity to put into practice the information they had learned in through the online environment. This was consistent with past studies which addressed the continual need for hands-on time in the classroom getting experience actively teaching a group of students [7–9, 11, 12, 26]. There is a concern expressed by principals that without the personal experience in the classroom, teaching candidates could miss out on some of the skills and information an internship or student teaching assignment afford. This aligns with the study conducted by Grossman and Johnson [21], who also reported the need for those being trained to be a teacher to get an opportunity to gain personal experience and learn in an actual classroom environment. Principals made it very clear that having a degree from a web-based program would not impact a candidate and that when given the option between three candidates whom are all similar other than the method they chose to obtain their degree; the method of degree completion would not be a defining factor. This is a contradiction to Huss [11], who reported than when given the choice between two candidates, one who completed an online degree and the other traditional, principals would hire the

It was also evident that even principals who had limited experience with online programs still had confidence these programs could prepare a teaching candidate appropriately. There are other factors that go into a principal deciding who they should hire, but as the principals have stated, how the degree was obtained or where it was obtained does not get evaluated. Thornton [15], instead they discussed the reasons they believe there is no difference between web-based and traditional teacher preparation programs if they require similar experiences outside of the learning environment. Even though past researchers have shown that principals are concerned with where a degree was completed or the reputation of the school offering the degree [9, 13]. The principals interviewed were not concerned about where the degree was completed but instead need teachers who have completed a degree program and are certified as teachers. They are looking for the person who has a degree and is the most qualified to do the job. This aligns with Bourke & Brown [27], which addressed the main point when it comes to looking to hire a teaching candidate is finding the best person for the job. This was not the anticipated outcome of this study since almost all the previous research in relation to online degrees or online teaching degree programs reported that principals had a negative perception of these teacher preparation programs [7–9, 12, 16]. There is also evidence that principals place an emphasis on the amount of time spent in a classroom through practicums, internships, or student teaching which was consistent with past research [14, 15, 26]. The number one word used by principals throughout their

**3. Evaluation of findings**

traditional candidate every time.

**58**

responses was experience.

Eight out of 20 principals in a school district in Virginia agreed to complete the interview and their statements concerning web-based teacher preparation programs identified numerous factors related to a teaching candidate getting hired, but having a degree through an online program was not a factor. Principals made it clear they pay attention to experience, interviews, as well as recommendations from others but that they are more concerned with the candidate having a degree and certification necessary as well as making sure they are a proper fit within their organization. This contrasts with previous studies which focused on webbased preparation programs and principals' negative perceptions of these types of programs [7–9, 12]. Principals may or may not have experience with online courses themselves but regardless their concerns about web-based teaching degrees centers around if the programs have the same requirements as traditional programs and making sure the candidate has had an opportunity to show what they have learned through the program by doing a practicum or student teaching experience. Candidates who have had that opportunity can also help themselves in the interview process by providing letters of recommendation from those who have seen the candidate performing the would-be job. It is then up to the candidate to sell themselves to the principal or committee who is interviewing perspective employment candidates. This is consistent with other studies which focused on what principals look for when searching for teaching candidates to fill open positions [14, 27–29].

## **5. Conclusion**

Online education has become an integral part of the educational process and the popularity of this kind of education has continued to grow which is evident since 9 million students took online courses in 2020 (Education [30]). With this rapid growth in online coursework and programs, it seemed appropriate to determine how online degree programs could impact students completing their teaching degree with this method. In this study, the researcher sought to determine what 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. The responses were concise that the amount of time a teacher candidate has had in the classroom is more of a factor than the method used to obtain the degree. Principals made it very clear that when it comes to determining who to hire for a teaching position, there are issues like how the person interviews, references, as well as evidence which shows they can apply the book work they have learned in an actual classroom. The principals were concerned about the social aspect of teaching and how that would be addressed through an online program but that is contradictory to Hendricks [13], which reported that students who complete a web-based degree engage more socially than those completing a degree traditionally. The principals' responses centered more on the social interaction of working in a classroom instead of the social connection of a taking a course. The biggest limitation to this study was the size of the county and the number of principals available to be interviewed. There were only twenty principals and while eight responded, providing a good response for this county, a larger county may have provided more responses.

Online education continues to grow and for this author, the rigor and requirements of online learning is equal to traditional brick and mortar schools and this opinion stems from his time teaching online programs and supervising student teachers who are finishing their online programs and working toward certification. All of this culminates with a licensure and the prospective teacher being offered a job where they are completing their student teaching assignments. There has yet to be a principal who has expressed concern over the fact that they student teacher completed their degree through an online program.

This form of education took on a whole new meaning in the spring of 2020 when Covid-19 shut down schools and left districts with only one option for educating our youth. Since that time, online education for K-12 has exploded on the scene and the methods used continue to evolve. It would only make sense that if schools are taking advantage of the online environment for educating students that they would reach out or be interested in teachers who, themselves had worked through and completed an online program. The power of understanding the circumstance of taking a course online is far more powerful than trying to gain an understanding through reading and feedback from students. This author was an online student and now teaches online students for the university. Knowing how it feels to wait for a grade, a return email, or feedback pushes him to complete all of those tasks in a timely manner so they student can continue to work toward their goal of finishing their degree. Covid-19 has caused schools to accept online learning, even if they do not care for it and the results should show that students are still learning and teachers are still being successful delivering their lessons.
