Ed.D. Dissertations

Date of Award

4-2019

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Brandy Kamm, Ph.D.

Content Specialist

Michael Hollis, Ph.D.

Content Reader

Drew Hinds, Ed.D.

Keywords

retention, new teachers, self-efficacy, mentoring, induction

Abstract

Teacher retention and its much more emphasized antithesis, attrition, affects the Federation of Affiliated Christian Churches (FACC) school system. The FACC created the New Teacher Induction (NTI) program after the New Teacher Center model for induction out of Santa Cruz, California to assist new teachers and increase retention rates in their school system. Mentoring, professional development opportunities, and principal engagement were the three-prongs of the NTI approach to teacher support which aimed at increasing new teacher self-efficacy. This qualitative case study examines new teacher perceptions of the NTI program, and its impact on their decisions to remain in or leave the teaching profession. The sample population was drawn from new teachers who graduated from a private teacher training college in the Midwest during a three-year span, and who had participated in the NTI program. Data consisted of questionnaires, semi-structured interviews, and semi-structured focus group sessions. The findings revealed both positive and negative perceptions of the FACC NTI program. Many new teachers reported high levels of self-efficacy prior to entering the program, and they commented on the impact their mentors and principals had on that self-efficacy. Some new teacher expressed disappointment with certain aspects and perceived the need for improvements in the areas of policies and procedures and mentor proximity. The new teachers did not perceive a connection between the NTI program and their retention intentions in the profession.

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