New Teacher Retention: What the First Year Tells Us

Autor/in	Fleck, Traci W.
Titel	New Teacher Retention: What the First Year Tells Us
Quelle	(2023), (182 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Georgia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-8924-7
Schlagwörter	Hochschulschrift; Dissertation; Beginning Teachers; Faculty Development; Teacher Persistence; Preservice Teacher Education; Labor Turnover; Teacher Behavior; Teacher Student Relationship; School Culture; Constructivism (Learning); Self Efficacy + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Junior teacher; Junglehrer; Lehramtsstudiengang; Lehrerausbildung; Teacher behaviour; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulkultur; Schulleben; Self-efficacy; Selbstwirksamkeit
Abstract	Despite the efforts of teacher preparation programs, some first-year teachers lack the preparation needed to be successful in the classroom at the beginning of their teaching careers. Teaching is hard work and beginning teachers may not understand what is required outside of the time spent teaching students (Darling-Hammond, 2006; Darling-Hammond et al., 2017). Due to working conditions, new teachers have the highest rate of turnover of any group of teachers (Ingersoll, Merrill & Stuckey, 2014; Ingersoll, Merrill, Stuckey, Collins, & Harrison, 2021). The purpose of this study is to examine the experiences of first year teachers after initial certification through a teacher preparation program. The intent is to understand these experiences to better support new teacher growth and development and increase the retention of new teachers in the field.Research continues to support the stage theory of development where beginning teachers are concerned about their own behaviors, such as how they manage the class and how they perform daily routines (Lidstone & Hollingsworth, 1990; Zhukova, 2018). At highly varied rates, teachers grow to be more concerned about academic tasks and their impact on student learning (Lidstone & Hollingsworth, 1990; Zhukova, 2018). In this study, teacher growth is looked at through a social constructivist lens to include the complex nature of development by combining reflexivity and cognitive development theories (Conway & Clark, 2003; Kilgore, Ross, & Zbikowski, 1990). Individual interviews, a joint interview and reflective journals are analyzed through abductive coding. The study follows two teachers throughout their first year of teaching kindergarten in different districts after graduating from the same teacher preparation program. Although the teachers experience similar feelings and developmental stages throughout the first semester, one new teacher's growth begins to accelerate in the second semester while the other remains in the initial stages. Central issues that surface through new teacher experiences are toxic school cultures and lack of autonomy, induction program support, and overall job satisfaction. The study finds developmental stages still exist and should be considered when planning how to best support new teachers. Implications for teacher preparations programs, schools, policymakers, and future research are discussed. [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	2024/1/01