Abstract
The purpose of this study was to compare levels of commitment to the Interstate New Teacher Assessment and Support Consortium (INTASC) Principles for teacher candidates or educators enrolled in six different types of professional education degree programs. This study aimed to see if there was a difference in dispositional levels of commitment to the INTASC Principles based on degree programs in which respondents were enrolled. Three hundred and twenty two students from two different universities participated in this causal comparative research. Three instruments from The Dispositions Assessments Aligned with Teacher Standards (DAATS®) battery of instruments were utilized as the measuring instruments for all groups. The largest difference found in this study was between juniors and advanced graduate students, with much higher levels of commitment to the INTASC Principles shown by advanced graduate students than by masters' level students, alternative certification students, or undergraduate students. These differences were statistically significant. The reasons for these differences remain unknown and could form the basis for future investigation. As a result of these findings, additional research questions are suggested, including exploration of the relationship between teacher dispositions and K -12 student learning, the impact of working on courses in diversity, motivation to grow professionally, or cognitive level. Implications for diagnosis and remediation of individual students, as well as program improvement opportunities, could be explored.