IMPACT OF THE MULTI-CLASSROOM TEACHER MODEL IN ADDRESSING BEGINNING TEACHER SELF-EFFICACY AND RETENTION
Author
Burt, Colleen
Abstract
A growing number of beginning teachers are leaving teaching within their first three years, with half leaving the profession in the first five years (Ingersoll, 2012; Stewart et al., 2021). In an attempt to slow this level of attrition, school districts are creating ambitious induction programs. At the time of the study, Pitt County Schools Multi-Classroom Teacher Program (MCT), sought to provide support to beginning teachers over a three-year period. The purpose of this study was to examine beginning teacher self-efficacy and teacher retention. Using Bandura's Social Cognitive Theory of Self-Efficacy (Bandura, 1997; Tschannen-Moran & Woolfolk Hoy, 2001), as a conceptual framework this study examined Beginning Teachers (BTs) self-efficacy and retention during the implementation of the MCT Program. While studying the self-efficacy of 20 beginning teachers participating in the MCT program over a 1- year period, I worked directly with a group of four Beginning Teachers (BTs) and two Multi- Classroom Teacher (MCTs) to implement a small-scale improvement strategy to increase BT self-efficacy. The scholarly practitioner proposed to administer the Teachers' Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001) to the 20 BT participants at the beginning of the study and once again after the small-scale improvement strategy was implemented to determine the impact on BT self-efficacy. Due to the Global Coronavirus Pandemic during this study, the scholarly practitioner shifted the study to explore inflated BT self-efficacy ratings in classroom management compared to how their MCTs rated their teaching efficacy in classroom management.
Date
2021-04-20
Citation:
APA:
Burt, Colleen.
(April 2021).
IMPACT OF THE MULTI-CLASSROOM TEACHER MODEL IN ADDRESSING BEGINNING TEACHER SELF-EFFICACY AND RETENTION
(Doctoral Dissertation, East Carolina University). Retrieved from the Scholarship.
(http://hdl.handle.net/10342/9065.)
MLA:
Burt, Colleen.
IMPACT OF THE MULTI-CLASSROOM TEACHER MODEL IN ADDRESSING BEGINNING TEACHER SELF-EFFICACY AND RETENTION.
Doctoral Dissertation. East Carolina University,
April 2021. The Scholarship.
http://hdl.handle.net/10342/9065.
June 29, 2024.
Chicago:
Burt, Colleen,
“IMPACT OF THE MULTI-CLASSROOM TEACHER MODEL IN ADDRESSING BEGINNING TEACHER SELF-EFFICACY AND RETENTION”
(Doctoral Dissertation., East Carolina University,
April 2021).
AMA:
Burt, Colleen.
IMPACT OF THE MULTI-CLASSROOM TEACHER MODEL IN ADDRESSING BEGINNING TEACHER SELF-EFFICACY AND RETENTION
[Doctoral Dissertation]. Greenville, NC: East Carolina University;
April 2021.
Collections
Publisher
East Carolina University