Dissertation/Thesis Abstract

Overcoming the Challenges of Retaining Novice Teachers in a County Public School
by Albert, Ernst, Ed.D., Walden University, 2017, 163; 10602144
Abstract (Summary)

Retaining novice teachers in a Northeast Florida county public school is an ongoing challenge. Research indicates that 14% of new teachers will leave the field within 5 years. The purpose of this case study was to investigate the major factors that contributed to this unique group of novice teachers’ decisions to continue to teach at the school during their first 5 years in the field. The societal model served as the conceptual framework for this study of factors affecting teacher turnover, with emphasis on teacher and school characteristics in relation to teacher attrition. Data collected from 9 interviews and an observation and analyzed inductively were used to answer the key research question about what factors contributed to new teachers’ retention. The findings of this study indicated that teacher preparation, administrative support, school environment, working conditions, and student characteristics influenced teacher retention at the local site. Recommendations that stemmed from the findings were formulated into a proposal for a new teacher professional development series that the participating school can use to improve new teacher retention rates. This study promotes positive social change by implementing measures to stabilize new teacher retention rates, which will improve student learning and promote academic success by creating stability in the learning environment.

Indexing (document details)
Advisor: McLean, Jennifer
Commitee: Cavanagh, Tom, Kim, Edward
School: Walden University
Department: Education
School Location: United States -- Minnesota
Source: DAI-A 78/12(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Adult education, Higher education
Keywords: Challenges, Novice, Public, Retaining, School, Teachers
Publication Number: 10602144
ISBN: 9780355112559
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