'This Is My Dream Career': Understanding Personal and Environmental Conditions That Motivate and Deter Paraeducators in Seeking Special Education Teacher Licensure
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| Title: | 'This Is My Dream Career': Understanding Personal and Environmental Conditions That Motivate and Deter Paraeducators in Seeking Special Education Teacher Licensure |
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| Language: | English |
| Authors: | Joseph John Morgan (ORCID |
| Source: | Teacher Education and Special Education. 2026 49(2):156-175. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teacher Aides, Barriers, Affordances, Teacher Certification, Special Education Teachers, Motivation, Career Change, Experience, Students with Disabilities, Context Effect, Self Efficacy, Career Pathways, Urban Schools, Career Choice |
| DOI: | 10.1177/08884064251409649 |
| ISSN: | 0888-4064 1944-4931 |
| Abstract: | Paraeducator-to-teacher (PTT) programs offer a promising approach to addressing teacher shortages and diversifying the workforce. Paraeducators, however, often encounter barriers such as limited awareness of licensure requirements, challenges in self-perception as learners, and academic readiness. According to the Social Cognitive Career Theory, career decisions are shaped by personal, behavioral, and environmental factors. In this study, the authors explore paraeducators' perceived motivators and deterrents to pursuing PTT pathways using generalist qualitative methods anchored in a pragmatic epistemological framework. Using inductive and deductive coding of 43 journal responses from three program cohorts, the authors identify three key themes: (a) experiences with students with disabilities, (b) contextual factors influencing licensure pursuit, and (c) perceived academic and career self-efficacy. Based on these findings, the authors highlight how university-based PTT programs can tailor support for paraeducators. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502216 |
| Database: | ERIC |
| Abstract: | Paraeducator-to-teacher (PTT) programs offer a promising approach to addressing teacher shortages and diversifying the workforce. Paraeducators, however, often encounter barriers such as limited awareness of licensure requirements, challenges in self-perception as learners, and academic readiness. According to the Social Cognitive Career Theory, career decisions are shaped by personal, behavioral, and environmental factors. In this study, the authors explore paraeducators' perceived motivators and deterrents to pursuing PTT pathways using generalist qualitative methods anchored in a pragmatic epistemological framework. Using inductive and deductive coding of 43 journal responses from three program cohorts, the authors identify three key themes: (a) experiences with students with disabilities, (b) contextual factors influencing licensure pursuit, and (c) perceived academic and career self-efficacy. Based on these findings, the authors highlight how university-based PTT programs can tailor support for paraeducators. |
|---|---|
| ISSN: | 0888-4064 1944-4931 |
| DOI: | 10.1177/08884064251409649 |
