Date of Award

Spring 5-20-2019

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Barbara Hill, Ed.D.

Second Advisor

Daniel Teodorescu, Ph.D.

Third Advisor

Trevor Turner, Ph.D.

Abstract

The purpose of this mixed methods study was to determine whether administrative support, classroom management, and parental involvement factors are significantly related to novice teacher’s retention. A quantitative survey and qualitative focus group measured the correlation between administrative support, classroom management, and parental involvement on novice teachers’ intent to remain in the classroom. The findings of this study will prepare educational leaders, human resource departments, and school board members with strategies to effectively reduce teacher attrition and improve student achievement in school systems.

Both qualitative and quantitative data were compiled and synthesized while considering descriptive and inferential statistics to recognize emergent themes for implications of novice teacher retention. The findings of the study concluded that there was a significant correlation between administrative support and classroom management on novice teachers’ intent to remain.

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