The Correlation Between Administrative Support, Classroom Management, and Parental Involvement on Novice Teachers' Intent to Remain in an Urban School District in Georgia, 2019

Henry, Shonnika D.

2010-2019

The purpose of this mixed methods study was to determine whether administrative support, classroom management, and parental involvement factors are significantly related to novice teachers 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. KEYWORDS: Curriculum and Instruction, Educational Assessment, Evaluation, and Research, Educational Leadership, Educational Methods

text

application/pdf

2019-05-20

dissertation

Doctor of Education (EdD)

Clark Atlanta University

Educational Leadership

Hill, Barbara
Teodorescu, Daniel
Turner, Trevor

Clark Atlanta University
Atlanta University Center Robert W. Woodruff Library

Georgia--Atlanta

http://hdl.handle.net/20.500.12322/cau.td:2019_henry_shonnika_d