An Examination of the HOSTS Training Academy for New Teacher Retention

Autor/in	Bailey, Rita
Titel	An Examination of the HOSTS Training Academy for New Teacher Retention
Quelle	(2009), (141 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-3725-0
Schlagwörter	Hochschulschrift; Dissertation; Human Capital; School Culture; Teacher Persistence; Focus Groups; Interviews; Teaching Experience; Beginning Teachers; Models; Program Effectiveness; Inservice Teacher Education; Constructivism (Learning); Case Studies; Teacher Motivation; Behavior Theories; Influences; Teacher Surveys; Teacher Attitudes; Educational Policy + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Humankapital; Schulkultur; Schulleben; Interviewing; Interviewtechnik; Junior teacher; Junglehrer; Analogiemodell; Lehrerfortbildung; Case study; Fallstudie; Case Study; Influence; Einfluss; Einflussfaktor; Lehrerverhalten; Politics of education; Bildungspolitik
Abstract	Studies suggest that low retention rates in the beginning years of teaching are a significant problem for school culture and threaten student achievement. The purpose of this study was to gain an understanding of factors that influence new teachers to remain in the profession and to determine whether a new teacher training academy model affected the new-teacher retention rates. The study was anchored in the constructivist theory and framed by the motivation-hygiene and human capital theories. A case study approach using a mixed method research design examined what effects the training academy model had on new-teacher retention rates and what aspects of the model influenced the new teachers to stay at their schools. Qualitative data were generated through focus group interviews and academy records, while quantitative data were generated through an online survey of academy participants. According to the descriptive analysis of the quantitative data, the academy participants regarded support inside and outside the classroom as key components to the training program. New teachers noted the significance of administrative support, but the level of support provided by mentors, colleagues, coaches, and model teachers to sustain the professional development presented during the academy training was considerably higher. The qualitative data revealed that differentiating training by grade level and teacher experience was considered valuable. Based on the findings, the study implied that education leaders should relocate resources to increase efforts to retain new teachers. The results have implications for positive social change by helping education leaders and policymakers find new ways to increase new-teacher retention rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10