The purpose of this embedded mixed methods study was to determine the types of support and amounts of support most conducive to the development of early career teacher self-efficacy and job satisfaction. The study further examined the effect of job satisfaction and self-efficacy on early career teacher intent to remain in the teaching profession. The study examined the perceptions of kindergarten through sixth grade teachers with respect to the amount and types of support they received from various professional colleagues. The data collection process consisted of an online survey that included Likert-type survey questions and open-ended questions. Of the eight participants, one was male and seven were female. Three were in their first year of teaching, two were in their second year of teaching, and three were in their third year of teaching. After the data collection process, data were entered in SPSS 18 and NVivo 8 where they were cleaned, coded, and analyzed for correlations and common themes. The strongest correlation existed between the amount of time early career teachers spent with their grade level colleagues and the types of support early career teachers received from their grade level colleagues. Some common themes that emerged from the qualitative data included (a) encouragement and feedback from grade level colleagues, (b) ongoing collegial support, (c) more time for collaboration, planning, and administrator observation and feedback, and (d) interactions with students as most enjoyable aspect of teaching.
|Advisor:||Rucker, Ruth F.|
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 74/03(E), Dissertation Abstracts International|
|Subjects:||Elementary education, Organizational behavior|
|Keywords:||Early career teachers, Job satisfaction, Mixed method, Organizational behavior, Self-efficacy|
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