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Dissertation/Thesis Abstract

Perceptions of newly hired, experienced public elementary school teachers on joining an existing grade-level team: A phenomenological study
by Schnagl, Gregory A., Ed.D., Saint Mary's University of Minnesota, 2016, 146; 10100815
Abstract (Summary)

The purpose of this phenomenological study was to discover how experienced teachers, new to a grade-level team within a public elementary school, perceive and make meaning of their organizational entry experiences. The rationale for this study lies in the need to better understand the environmental factors that influence a newly hired, experienced teacher’s desire to remain in his or her current position and within the profession.

The literature review outlined the resulting effects of organizational entry processes on individuals, groups, and organizational culture, as well as the factors influencing the effectiveness of the process. The use of phenomenological interviews gathered descriptive data regarding the lived experiences of 15 newly hired, experienced public elementary school teachers to answer the question: In what ways did new team members experience the organizational entry process as they joined an existing grade-level team within a public elementary school?

In essence, newly, hired experienced teachers wanted to stay in their current positon when provided with the necessary supports so they could competently perform their newly assigned role without feeling overly dependent upon existing team members. Several themes emerged. Newly hired, experienced teachers spoke of needing support in three areas to make an effective transition to a new position: (a) instructional; (b) logistical; and (c) emotional. Both the new-hire and existing school personnel influenced the degree to which the felt needs of the newly hired teachers were met. Participants stressed having to self-advocate to their needs met. Participants suggested mentoring and the use of a common grade-level meeting time as key mechanisms school personnel could use to meet the needs of newly hired experienced teachers.

As a result of this study, schools may consider examining existing organizational entry processes at organizational, group, and individual levels. Newly hired experienced teachers may consider preparing lists of question prior to meeting with the administration and grade-level team to advocate for their needs.

Indexing (document details)
Advisor: McClure, Jack
Commitee: Cisewski, Shannon, Germundsen, Richard, Hines, Susan
School: Saint Mary's University of Minnesota
Department: Leadership
School Location: United States -- Minnesota
Source: DAI-A 77/09(E), Dissertation Abstracts International
Subjects: School administration, Elementary education
Keywords: Onboarding, Organizational entry, Teachers experiences
Publication Number: 10100815
ISBN: 978-1-339-64685-5
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