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

Shelia Gregory, Ph.D.

Abstract

The purpose of this sequential explanatory mixed method study was to determine novice teachers’ perception of factor(s) that influenced their intent to remain in the teaching profession in a large suburban/urban school district located in the Southeast Region of the United States. The research examined the relationship between the independent variables—(a) perceived effectiveness of induction program, (b) quality of mentor-ship, (c) perceived effectiveness of professional development, (d) teacher Preparation, (e) job satisfaction, (f) administrative support, and (g) teacher self-efficacy—and the dependent variable: teacher retention.

The novice teacher surveys included 31 items based on a 7-point response Likert scale, followed by individual interviews with nine open-ended questions. The researcher analyzed a total of 48 surveys and seven interviews from 16 identified schools located in the school district. Both data sources collected from the mixed method study revealed that the novice teachers viewed administrative support, job satisfaction, and teacher self-efficacy as the variables with the most significant influence on their intent to remain in the teaching profession. These factors proved beneficial to the school district and schools as a tool to guide the efforts of increasing teacher retention and developing new teachers. Additionally, the novice teachers’ perception also highlighted the need for more structured support for the district and school’s induction program, mentoring program, professional development and teacher preparation for increasing teacher retention. The implications of this study were to identify what influenced novice teachers to remain in the teaching profession in the identified school district. As a result, the district could decrease teacher retention rate and thus curtail the cost of continually hiring and training new teachers.

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