Dissertation/Thesis Abstract

Are New Teachers Getting What They Need or Want for Success?
by Overton, William, Ed.D., Fielding Graduate University, 2017, 77; 10257130
Abstract (Summary)

Our nation faces a daunting challenge in assuring that we have a sufficient supply of well-educated, well-prepared teachers for our children. There presently exist several quality teacher preservice programs, nationally and internationally. Unfortunately, each institution varies greatly in its content and emphasis.

This research project examines a related, but often neglected, aspect of teacher success in the classroom: Are new teachers being given the content and experience that they need and desire? The results of qualitative anecdotal research find the answer to be an emphatic “no.” This project examines this question through a holistic approach that looks at teacher preparation through a variety of related topics. A few of these include credentialing and licensing practices, retention of teachers, teacher training programs, importance of teachers, and current challenges, to name a few.

The fact is that the success of our students is ultimately affected by the quality of the teachers that enter the classroom. It’s the purpose of this study to raise the question of what our new teachers feel they need to be successful and whether or not those needs are being fulfilled.

Indexing (document details)
Advisor: Mahon, Lee
Commitee: Diorio, Kim, Henderson, Lenneal, Ishtai-Zee, Szabi, Jensen, Anabel
School: Fielding Graduate University
Department: The School of Educational Leadership for Change
School Location: United States -- California
Source: DAI-A 78/07(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Teacher education
Keywords: Education, Teacher challenges, Teacher education, Teacher preparation, Teacher training
Publication Number: 10257130
ISBN: 978-1-369-57160-8
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