Date of Award

5-11-2018

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Policy Studies

First Advisor

Dr. Nicholas Sauers

Second Advisor

Dr. James Kahrs

Abstract

ABSTRACT

Issues related to teacher attrition and retention have plagued our educational systems for decades; particularly in urban schools serving low income, low achieving, and culturally and linguistically diverse students. A review of the literature revealed that urban schools are often staffed with novice teachers (teachers with less than three years’ experience) who feel unprepared to meet the language acquisition and pedagogical needs of culturally and linguistically diverse students. In recent years, teacher induction programs have been implemented to circumvent attrition in hopes of retaining novice teachers. These programs often pair novice teachers with veteran teachers. This qualitative study investigated teachers’ and leaders’ perceptions of the effectiveness of their induction program's influence in retaining teachers. The theoretical framework of organizational climate and culture structured this study. The concepts of school climate and culture were used to investigate the interconnected experiences that participants had with the organizational practices in place at the school site.

This study was conducted in a Title I school with a high enrollment of English Language Learners (ELLs) in a large urban school district, considered to be high performing by its district’s internal ranking system. The ten participants included the principal, assistant principal, three novice teachers, two veteran teachers, and three mentors. The major components of the comprehensive induction program included (a) administrative support, (b) mentoring, and (c) collaborative support from colleagues.

The data were collected from individual interviews with the 10 participants, documents and artifacts from the induction program, and observational field notes recorded during on-site visits to the school. The key themes that emerged after the triangulation of the data were (a) instructional leadership practices, (b) a collaborative school climate and culture, and (c) a comprehensive induction program. The findings aligned with current and historical research that a collaborative school climate and culture, instructional leadership practices, and a comprehensive induction program increase teacher retention.

DOI

https://doi.org/10.57709/12044714

Download

Share

COinS