**Abstract**

Online education continues to increase in popularity and one degree currently offered is a bachelor degree of education. Once students graduate, they will begin to seek employment. Those seeking positions in K-12 education settings do not know if they have the same opportunity to get hired as someone from a traditional degree program. Previous researchers on this topic have failed to address the issue of an online degree earner getting hired. Based on the growth of online education, it was necessary to find out if K-12 principals' perceptions of online education programs may prevent graduates of online teacher programs from successful employment. The purpose of the qualitative critical case study was to explore how K-12 principals' perceptions directly related to the hiring of licensed graduates with bachelor degrees from online teaching programs. The results identified numerous factors related to principals making hiring decisions of teacher candidates, however, where or how they complete their degrees is not one of them. The study became more pertinent with the arrival of Covid 19 in the United States and school districts moving to an online learning environment.

**Keywords:** online degrees, perceptions, licensed, qualitative, higher education

### **1. Introduction**

Online learning continues to grow in popularity, no more evidence is needed than the recent explosion of online learning in schools around the United States throughout the Covid 19 pandemic. Those that previously may have scoffed at the online learning environment are now trying to learn more about this process to find out how effective online learning can be for the future. School districts like the one in Collier County, Florida have even gone so far as to develop an E-Collier Academy where students can now elect to attend school virtually. While this seems like the direction education is headed, what was the perception of online learning prior to Covid? Was there evidence that it was acceptable in higher education prior to the Covid shutdowns?

Online education continues to increase in popularity and one degree currently offered is a bachelor degree of education. Once graduates complete their online degree in education, they will begin to seek employment. Those seeking positions in K-12 education settings did not know if they would have the same opportunity to get hired as someone from a traditional degree program. Many of the studies

concerning online degrees have focused on the programs and the evidence shows leaders have negative perceptions of online programs. Previous researchers on this topic have failed to address the issue of an online degree earner getting hired. Based on the growth of online education, it was necessary to find out if K-12 principals' perceptions of online education programs may prevent graduates of online teacher programs from successful employment. The purpose of this qualitative critical case study was to explore how K-12 principals' perceptions directly related to the hiring of licensed graduates with bachelor degrees from online teaching programs. Current principals in Pittsylvania County Virginia were contacted to participate in phone or email interviews using predetermined questions. Principals' answers were reviewed, analyzed and the data were categorized, patterns were identified and conclusions reported in order to establish their perceptions of teaching candidates with a degree from an online teacher preparation program. The results identified numerous factors related to principals making hiring decisions of teacher candidates, however, where or how they complete their degrees is not one of them.

Institutions of higher education offer online courses embedded within some programs and some offer complete online degrees [1–4]. Student enrollment in online courses increased by half a million students from 2002 to 2008 [5]. Currently there are over 7 million students taking at least one course online through their university studies [1, 2, 6]. Research has revealed that K-12 principals believe online programs teach the proper theories associated with being a classroom teacher but lack the preparations in classroom management, diversity, special needs, and social aspects of teaching [7–10]. These principals believe it is possible to learn the information associated with being a teacher but that online programs lack the social aspects needed for someone to be a properly prepared teacher [7, 8, 11].

The research available focuses on K-12 principals' perceptions of online teacher preparation programs and less on if these graduates can get hired after completing their degrees [7–9, 12, 13]. Online teaching programs offer participants flexibility while they obtain their degree [14]. Students can continue to work a fulltime job and take courses at home, when time allows, instead of being confined to a specific course schedule [10, 14]. Online coursework and degrees offer students flexibility with taking their classes and planning their schedule, however, K-12 principals believe there should be a balance between online and traditional face to face courses; and that field experiences are vital to teacher training [7–10, 15]. The research available is limited since researchers have examined how principals perceive online teacher preparation programs. An online bachelor's degree in teacher education offers students the opportunity to obtain their degree through online courses [10]. Past researchers found that these online degrees may not be as positively viewed as a traditional degree, by K-12 principals who make hiring decisions [7, 8, 11–13, 16]. There is evidence of research reporting K-12 principals strongly favor brick and mortar institutions as opposed to online institutions [12]; due to the perception of a lack of time working with an experienced teacher learning skills first-hand [14, 15]. K-12 principals may not be aware online programs do offer practicum experiences as well [14, 15]. This has led K-12 principals to perceive online programs as not offering the necessary experiences to produce graduates prepared to teach in a classroom environment [7–9, 11, 17, 18]. Even with the increase in graduates from online programs, the number being hired is not increasing [1, 16, 18, 19].

Previous research did not address a principal's perceptions of a graduate from an online program who is applying for a teaching position, which is why it was necessary to conduct a study to determine if online programs were worth the time and money students invest, in the hopes of getting hired after they have completed their degrees. The amount of published research is limited concerning K-12 principals'

**53**

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

degree programs continue to increase in popularity and enrollment [1].

perceptions of hiring licensed online graduates even though online course and

The purpose of this qualitative critical case study was to explore how K-12 principals' perceptions directly relate to them hiring licensed graduates with bachelor degrees from online teaching programs. According to Huss [12], this type of study allowed the researcher to conduct interviews which are semi-structured, talking directly with those involved in hiring prospective teacher candidates, both online and brick and mortar trained. By using a qualitative critical case study there was an opportunity to develop an understanding or inform based on comparing similar situations to the case being studied [20]. The study was conducted through personal interviews by phone or email of principals who hire candidates who have graduated from both online and brick and mortar institutions. Principals were asked to complete a pre-screening form to make sure that all who are interviewed

Research shows how many administrators who have been questioned in the past do not feel online programs carry any credibility and they do not feel these programs adequately prepare potential teacher candidates to be classroom teachers [7]. There is a concern online education lacks the personal contact and time spent through the social aspects to be a successful teacher [8]. There is also the concern how certain skills and information cannot be gained through an online environment [21]. Administrators lack confidence in online teacher preparations and their lack of confidence extends into their hiring decisions and when confronted with two candidates who have similar backgrounds and training, those surveyed will hire the traditional brick and mortar candidate one hundred percent of the time [11]. However, there was some indication a portion of administrators would take into consideration the institution the candidate received their online degree and it could have either a negative or positive influence depending on where the degree was completed [13]. Principals could begin to trust online trained teacher candidates once they have the opportunity to experience online trained teachers on their staff. This brings up the chicken or the egg analogy though, if hiring online trained teachers will prove they are just as capable as their traditionally trained counterparts, principals are going to have to take a chance in order to find out if these teaching candidates are capable of working as a classroom teacher. Overall, research has shown the attitude of administrators to be very negative when presented with candidates whose credentials were obtained through an online program [12]. Online courses are not perceived as an acceptable method to properly prepare a teacher to teach in a classroom [7–9, 13]. There is a social aspect to teaching which administrators perceive is missing when a course or degree is completed online [9, 22]. Information available reports how students who participate in online courses actually engage socially more than if they in a traditional classroom setting. In fact, teacher to student communication is enhanced in the online setting because students are required to make discussion posts, have more time to consider their response, and should contact their professor through email to discuss any questions [23]. Students in a traditional based program learn from watching and following the lead of the teachers they work with, which allows them to get a hands-on understanding of what their potential future career entails [8, 9, 17]. Field experiences allows the student the chance to gain those skills necessary to be a good classroom teacher. Field experiences are critical for students to have the opportunity to observe, reflect, and practice numerous aspects of their future career prior to stepping into the role as the main classroom teacher [24]. Administrators do not feel comfortable with the idea of hiring someone who had completed their degree online [11]. Administrators seemed to have confidence in a candidate's ability to learn the proper theories and principles related to teaching [7–9]. Although, research does not address why administrators have confidence

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

have had experience hiring both types of candidates.

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

perceptions of hiring licensed online graduates even though online course and degree programs continue to increase in popularity and enrollment [1].

The purpose of this qualitative critical case study was to explore how K-12 principals' perceptions directly relate to them hiring licensed graduates with bachelor degrees from online teaching programs. According to Huss [12], this type of study allowed the researcher to conduct interviews which are semi-structured, talking directly with those involved in hiring prospective teacher candidates, both online and brick and mortar trained. By using a qualitative critical case study there was an opportunity to develop an understanding or inform based on comparing similar situations to the case being studied [20]. The study was conducted through personal interviews by phone or email of principals who hire candidates who have graduated from both online and brick and mortar institutions. Principals were asked to complete a pre-screening form to make sure that all who are interviewed have had experience hiring both types of candidates.

Research shows how many administrators who have been questioned in the past do not feel online programs carry any credibility and they do not feel these programs adequately prepare potential teacher candidates to be classroom teachers [7]. There is a concern online education lacks the personal contact and time spent through the social aspects to be a successful teacher [8]. There is also the concern how certain skills and information cannot be gained through an online environment [21]. Administrators lack confidence in online teacher preparations and their lack of confidence extends into their hiring decisions and when confronted with two candidates who have similar backgrounds and training, those surveyed will hire the traditional brick and mortar candidate one hundred percent of the time [11]. However, there was some indication a portion of administrators would take into consideration the institution the candidate received their online degree and it could have either a negative or positive influence depending on where the degree was completed [13]. Principals could begin to trust online trained teacher candidates once they have the opportunity to experience online trained teachers on their staff. This brings up the chicken or the egg analogy though, if hiring online trained teachers will prove they are just as capable as their traditionally trained counterparts, principals are going to have to take a chance in order to find out if these teaching candidates are capable of working as a classroom teacher. Overall, research has shown the attitude of administrators to be very negative when presented with candidates whose credentials were obtained through an online program [12]. Online courses are not perceived as an acceptable method to properly prepare a teacher to teach in a classroom [7–9, 13]. There is a social aspect to teaching which administrators perceive is missing when a course or degree is completed online [9, 22]. Information available reports how students who participate in online courses actually engage socially more than if they in a traditional classroom setting. In fact, teacher to student communication is enhanced in the online setting because students are required to make discussion posts, have more time to consider their response, and should contact their professor through email to discuss any questions [23]. Students in a traditional based program learn from watching and following the lead of the teachers they work with, which allows them to get a hands-on understanding of what their potential future career entails [8, 9, 17]. Field experiences allows the student the chance to gain those skills necessary to be a good classroom teacher. Field experiences are critical for students to have the opportunity to observe, reflect, and practice numerous aspects of their future career prior to stepping into the role as the main classroom teacher [24]. Administrators do not feel comfortable with the idea of hiring someone who had completed their degree online [11]. Administrators seemed to have confidence in a candidate's ability to learn the proper theories and principles related to teaching [7–9]. Although, research does not address why administrators have confidence

*Health and Academic Achievement - New Findings*

concerning online degrees have focused on the programs and the evidence shows leaders have negative perceptions of online programs. Previous researchers on this topic have failed to address the issue of an online degree earner getting hired. Based on the growth of online education, it was necessary to find out if K-12 principals' perceptions of online education programs may prevent graduates of online teacher programs from successful employment. The purpose of this qualitative critical case study was to explore how K-12 principals' perceptions directly related to the hiring of licensed graduates with bachelor degrees from online teaching programs. Current principals in Pittsylvania County Virginia were contacted to participate in phone or email interviews using predetermined questions. Principals' answers were reviewed, analyzed and the data were categorized, patterns were identified and conclusions reported in order to establish their perceptions of teaching candidates with a degree from an online teacher preparation program. The results identified numerous factors related to principals making hiring decisions of teacher candidates, however, where or how they complete their degrees is not one of them. Institutions of higher education offer online courses embedded within some programs and some offer complete online degrees [1–4]. Student enrollment in online courses increased by half a million students from 2002 to 2008 [5]. Currently there are over 7 million students taking at least one course online through their university studies [1, 2, 6]. Research has revealed that K-12 principals believe online programs teach the proper theories associated with being a classroom teacher but lack the preparations in classroom management, diversity, special needs, and social aspects of teaching [7–10]. These principals believe it is possible to learn the information associated with being a teacher but that online programs lack the social

aspects needed for someone to be a properly prepared teacher [7, 8, 11].

The research available focuses on K-12 principals' perceptions of online teacher preparation programs and less on if these graduates can get hired after completing their degrees [7–9, 12, 13]. Online teaching programs offer participants flexibility while they obtain their degree [14]. Students can continue to work a fulltime job and take courses at home, when time allows, instead of being confined to a specific course schedule [10, 14]. Online coursework and degrees offer students flexibility with taking their classes and planning their schedule, however, K-12 principals believe there should be a balance between online and traditional face to face courses; and that field experiences are vital to teacher training [7–10, 15]. The research available is limited since researchers have examined how principals perceive online teacher preparation programs. An online bachelor's degree in teacher education offers students the opportunity to obtain their degree through online courses [10]. Past researchers found that these online degrees may not be as positively viewed as a traditional degree, by K-12 principals who make hiring decisions [7, 8, 11–13, 16]. There is evidence of research reporting K-12 principals strongly favor brick and mortar institutions as opposed to online institutions [12]; due to the perception of a lack of time working with an experienced teacher learning skills first-hand [14, 15]. K-12 principals may not be aware online programs do offer practicum experiences as well [14, 15]. This has led K-12 principals to perceive online programs as not offering the necessary experiences to produce graduates prepared to teach in a classroom environment [7–9, 11, 17, 18]. Even with the increase in graduates from online programs, the number being hired is not

Previous research did not address a principal's perceptions of a graduate from an online program who is applying for a teaching position, which is why it was necessary to conduct a study to determine if online programs were worth the time and money students invest, in the hopes of getting hired after they have completed their degrees. The amount of published research is limited concerning K-12 principals'

**52**

increasing [1, 16, 18, 19].

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