Date of Award
Summer 8-7-2021
Degree Type
Dissertation
Degree Name
Doctor of Education
Department
Secondary Education and Educational Leadership
First Advisor
Dr. Pauline Sampson
Second Advisor
Dr. Ali Hachem
Third Advisor
Dr. Kimberly Welsh
Abstract
The study specifically investigated new elementary teachers' perceptions of the support they need during the first five years of their teaching experiences to influence their decision to remain both at their current teaching assignment and in the profession. The literature detailed specific elements of leadership within the realm of support that lends to teacher retention. A qualitative methodology was employed for to collect in-depth interview data from three Texas elementary entry teachers. The original intent was for five participants, however due to the COVID-19 pandemic, only three participants took part in this study. The researcher identified themes that emerged from the data collected from interviews. Those themes were centered on the perceptions of elementary teachers concerning (1) the sufficiency of resources, (2) school culture and climate, (3) campus leadership, and (4) parental involvement and support. Participants cited that climate established by campus leadership and interpersonal relationships was central to their decisions to stay in the field. The literature, noted that campus leaders are responsible for retaining new teachers while shaping and maintaining cohesion within their organization's culture and climate.
Repository Citation
Guy, Patrick, "NEW TEXAS ELEMENTARY TEACHERS' PERSPECTIVE OF NEEDED SUPPORTS FOR CAREER RETENTION: A QUALITATIVE STUDY" (2021). Electronic Theses and Dissertations. 396.
https://scholarworks.sfasu.edu/etds/396
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
