Building the Relations of New and Veteran Teachers to Address Retention: An Action Research Study

Autor/in	Roberts, John-Bernard
Titel	Building the Relations of New and Veteran Teachers to Address Retention: An Action Research Study
Quelle	(2016), (124 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3398-0061-5
Schlagwörter	Hochschulschrift; Dissertation; Beginning Teachers; Experienced Teachers; Teacher Persistence; Action Research; Qualitative Research; Teacher Effectiveness; Mentors; Interaction; Teacher Burnout; Anxiety; Teacher Attitudes; United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Junior teacher; Junglehrer; Projektforschung; Qualitative Forschung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Interaktion; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Angst; Lehrerverhalten; USA
Abstract	This dissertation analyzed the factors that affected the retention of new teachers in the United States. This action research study was conducted utilizing qualitative data. Qualitative methods were relied upon to investigate perspectives from new and veteran teachers. It was proposed that teachers left the profession due to opportunity cost associated with monetary and non-monetary benefits. The working conditions, support from colleagues, access to materials, work hours, student attitudes and parental support all influenced new teachers' decision to leave or remain in the profession. With that said, one factor was not identified in solidarity to suggest why half of new teachers left the profession of teaching within the first five years of their career. However, research claims asserted many new teachers left the field due to a lack of support from colleagues. New teachers experienced stress and burnout induced by poor behavior management skills and an inability to provide effective instruction consistently. An intervention was implemented to assess the affect of building positive relationships whereby veteran teachers provided support to address the concerns of new teachers through a carefully crafted mentoring program. The findings from this study suggested a mentoring program with designated time for intentional interactions between new and veteran teacher had some affect on the likelihood of new teachers remaining in the profession. [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	2020/1/01