ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)
Heather R Lancaster (Creator)
East Carolina University (ECU )
Web Site: http://www.ecu.edu/lib/

Abstract: The purpose of this study was to evaluate beginning teacher supports in order to discover the most successful components in retaining beginning teachers. The Local Education Agency (LEA) that participated in this study includes rural school settings as well as schools located in more urbanized areas of the district. Beginning teachers with two to six years of teaching experience were asked to participate in this study , as well as beginning teacher mentors , and school administrators within the participating LEA. This study revealed the major finding that strong , supportive relationships between the beginning teacher and the beginning teacher mentor , administrators , and other school staff is a major reason why beginning teachers decide to remain in their classroom. There were other themes identified in this study that provide a better understanding as to why beginning teachers remain in the classroom. Based on the analyzed feedback from this study , suggestions for improving the beginning teacher induction program include ensuring meaningful pairings and physical proximity of beginning teacher and beginning teacher mentor and reevaluation of the program requirements for first year teachers. These findings will hopefully serve as a plan for educational leaders to effectively support and retain beginning teachers in the classrooms. Improvements for the beginning teacher induction program and teacher preparation programs are suggested in an effort to help increase retention rates among our beginning teachers , with the ultimate goal of increasing overall student achievement. These suggestions are based on research results from this study.

Additional Information

Language: English
Date: 2019
Beginning teacher, induction, supports

Email this document to

This item references:

TitleLocation & LinkType of Relationship
QUALITY BEGINNING TEACHER INDUCTION PROGRAMS: AN EFFORT TO RETAIN TEACHERShttp://hdl.handle.net/10342/7420The described resource references, cites, or otherwise points to the related resource.