This qualitative study explores the experiences and learning of five new teachers with less than three years in the classroom as they engaged in a study group. This research highlights the ways that participation in a study group enhanced teacher efficacy and supported their retention.
The research reveals that power and authority over classroom decisions, lack of support from administration and frustration with autonomy of curriculum issues hindered the development of a positive teacher efficacy. When framed in a more positive light within a study group setting the changes to teacher efficacy enabled the study group participants to be more proactive for their own personal and professional needs. Implications for supporting new teachers through opportunities to participate in a study group format are discussed. The result of this work is a contribution to the effects of teacher efficacy and the power of collaboration in a study group setting for new teachers.
|Advisor:||Goodman, Yetta, Short, Kathy|
|School:||The University of Arizona|
|Department:||Language, Reading & Culture|
|School Location:||United States -- Arizona|
|Source:||DAI-A 72/06, Dissertation Abstracts International|
|Keywords:||Administrative support, Grounded theory, Study groups, Teacher efficacy|
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