School districts across the United States have been plagued with teacher attrition for nearly a decade. While this fact has been well documented, a sustainable solution has yet to be discovered. Many studies have been conducted to determine the causes for teacher attrition yet few address possibilities to aid in teacher retention. In an attempt to find a viable response for school districts to implement, a mixed methods study was utilized to find a connection between participation in a professional learning community and novice teachers' likelihood to remain in the profession. The results of this study revealed that when a novice teacher is placed in a professional learning community, he or she has an increased level of self-efficacy which could cause the individual to be more likely to continue teaching.
|Advisor:||Hunter, John Mark|
|Commitee:||Arino, Leigh, Eaker, Robert, Kennedy, Nicole, McAtee, Reney|
|School:||Tennessee State University|
|Department:||Teaching & Learning|
|School Location:||United States -- Tennessee|
|Source:||DAI-A 73/09(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration, Curriculum development|
|Keywords:||Collaboration, Efficacy, Novice teachers, Professional learning communities, Teacher attrition, Teacher retention|
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