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In Texas, there are different ways teachers can attaincertification. Thus, teachers are entering the classroom through various certificationroutes with varying levels of training as the traditional and alternative programsdiffer in their requirements. Classroom management can determine the success or failureof teachers and students. The research involved in this study attempted to determinewhether university-certified teachers differ from alternatively certified teachers inthe area of classroom management as determined by referrals, while controlling for levelof education, years of teaching experience, age, race, and gender at both middle andhigh school levels. The population for this study was the middle and high schoolteachers in one rural south central Texas school district. Data were collected from theschool district’s personnel database as well as from the campus-level administrators.Hierarchical regressions were used to test null hypotheses and recommendations weresuggested

A Comparison of Traditional and Alternative Certification Routes on Classroom Management