SCHOOL AND DISTRICT LEADER PERCEPTIONS ON BEGINNING TEACHER SUPPORT AND RETENTION
Author
Moran, Elizabeth Hastings Payne
Abstract
Teacher shortage is a chronic problem across the United States today. As a result school districts struggle each year to appropriately staff their schools and provide students with highly-qualified teachers. Of those teachers leaving, the highest category was new teachers or those educators who are in their first five years of teaching. The purpose of this study is to gain an understanding of the perspectives of school and district leaders on beginning teacher support and retention. InQuiry methodology was used to collect and analyze quantitative and qualitative data. Findings generated three distinct viewpoints. An analysis and implications for these findings are discussed in order to highlight factors that can be implemented to improve teacher retention.
Subject
Date
2017-04-28
Citation:
APA:
Moran, Elizabeth Hastings Payne.
(April 2017).
SCHOOL AND DISTRICT LEADER PERCEPTIONS ON BEGINNING TEACHER SUPPORT AND RETENTION
(Doctoral Dissertation, East Carolina University). Retrieved from the Scholarship.
(http://hdl.handle.net/10342/6207.)
MLA:
Moran, Elizabeth Hastings Payne.
SCHOOL AND DISTRICT LEADER PERCEPTIONS ON BEGINNING TEACHER SUPPORT AND RETENTION.
Doctoral Dissertation. East Carolina University,
April 2017. The Scholarship.
http://hdl.handle.net/10342/6207.
September 24, 2023.
Chicago:
Moran, Elizabeth Hastings Payne,
“SCHOOL AND DISTRICT LEADER PERCEPTIONS ON BEGINNING TEACHER SUPPORT AND RETENTION”
(Doctoral Dissertation., East Carolina University,
April 2017).
AMA:
Moran, Elizabeth Hastings Payne.
SCHOOL AND DISTRICT LEADER PERCEPTIONS ON BEGINNING TEACHER SUPPORT AND RETENTION
[Doctoral Dissertation]. Greenville, NC: East Carolina University;
April 2017.
Collections
Publisher
East Carolina University