INCREASING BEGINNING TEACHER EFFICACY & RETENTION IN A DIVERSE MIDDLE SCHOOL SETTING WITH APPROPRIATE PROFESSIONAL LEARNING By Keith Louis Neal May, 2025 Director of Dissertation: Dr. Karen Jones Department of Educational Leadership ABSTRACT Teacher retention, particularly among beginning educators, remains a pressing concern in education, especially in Title I middle schools that serve diverse student populations. High teacher attrition rates negatively impact student achievement, school culture, and overall educational equity. This study examines the role of targeted professional learning in increasing beginning teacher efficacy and retention in a rural North Carolina middle school. Through an exploratory sequential mixed methods approach, qualitative data were collected through interviews, classroom observations, and instructional rounds, followed by quantitative analysis utilizing pre- and post-surveys to measure changes in teacher confidence and instructional effectiveness. The findings reveal that relevant, structured, and ongoing professional learning opportunities significantly enhance teacher efficacy by providing educators with the tools and strategies necessary to navigate the challenges of their early careers. Key themes that emerged from the study include the importance of classroom management training, content-specific instructional strategies, culturally responsive pedagogy, and mentorship programs. Teachers who received professional learning tailored to their individual needs reported increased confidence in their instructional delivery, greater job satisfaction, and a stronger sense of belonging within the school community. Additionally, opportunities for collaboration, reflection, and leadership development played a pivotal role in sustaining teacher engagement and reducing burnout. Despite its contributions, this study acknowledges certain limitations, including the relatively small sample size and its focus on a single school setting. However, the findings offer meaningful insights into the design and implementation of effective professional learning programs that can support beginning teachers in similar educational contexts. Future research should explore the long-term impact of professional learning on teacher retention rates across multiple school districts and investigate its direct correlation to student achievement. By prioritizing intentional, sustained, and responsive professional development, school leaders can foster a culture of continuous learning, ultimately improving both teacher retention and student outcomes. INCREASING BEGINNING TEACHER EFFICACY & RETENTION IN A DIVERSE MIDDLE SCHOOL SETTING WITH APPROPRIATE PROFESSIONAL LEARNING A Dissertation Presented to the Faculty of the Department of Educational Leadership East Carolina University In Partial Fulfillment of the Requirements for the Degree Doctor of Education in Educational Leadership By Keith Louis Neal May, 2025 Director of Dissertation: Karen Jones, PhD Dissertation Committee Members: Matthew Cheeseman, EdD Travis Lewis, EdD Nader Odeh, EdD Marjorie Ringler, EdD ©Copyright 2025 Keith Louis Neal DEDICATION First and foremost, I would like to acknowledge my grandparents, Johnny Morris (in loving memory) and Zula Morris, whose faith and unwavering belief in the power of education laid the foundation for my journey. From them, I learned that I can do all things through God who strengthens me, and they instilled in me a deep respect for learning and perseverance. To my parents, Chester and Sheila Neal (in loving memory), thank you for your constant support, love, and for always pushing me to excel. You encouraged me to dream big, even when the dreams seemed impossible, and reminded me that with hard work, anything is within reach. To my siblings, Shelby Neal and Chester Neal, Jr. (CJ in loving memory), your encouragement and belief in me have meant more than words can express. Your support has been a steady force throughout this journey. I also want to dedicate this work to my son, Keith Jaimison Neal, and my nephew, Jeremiah Jones. May this accomplishment serve as a reminder to you both that anything is possible. Let this be a symbol of what faith, dedication, and resilience can achieve. This dissertation is a testament to all of you; for your love, patience, encouragement, and belief in me, I am forever grateful. TABLE OF CONTENTS Page TITLE…………………………………………………………………………………… i COPYRIGHT…………………………………………………………………………… ii DEDICATION………………………………………………………………………….. iii LIST OF TABLES……………………………………………………………………… ix LIST OF FIGURES…………………………………………………………………….. x CHAPTER 1: INTRODUCTION………………………………………………………. 1 Background of the Problem of Practice………………………………………….. 2 Context of Inquiry……………………………………………………………….. 2 Statement of the Problem of Practice…………………………………………….. 3 Inquiry Guiding Questions………………………………………………………. 5 Overview of Inquiry……………………………………………………………… 6 Inquiry Partners…………………………………………………………………... 6 Conceptual Framework…………………………………………………………... 7 Definition of Key Terms………………………………………………………… 7 Assumptions……………………………………………………………………… 8 Scope and Delimitations………………………………………………………… 9 Limitations………………………………………………………………………. 9 Significance of Inquiry…………………………………………………………… 10 Summary………………………………………………………………………… 11 CHAPTER 2: REVIEW OF LITERATURE…………………………………………… 12 Conceptual Framework……………………………………................................... 13 Beginning Teacher Support……………………………………………………… 15 Teacher Shortage and Costs……………………………………………………… 17 Mentoring…………………...…………………..................................................... 18 Coaching................................................................................................................. 19 Professional Learning....................................................... ……………………….. 20 Evaluation…........................................................................................................... 22 Administrative Support for Beginning Teachers ................................................... 22 Relationships and Understanding ........................................................................... 24 Teacher Efficacy..................................................................................................... 25 Student Achievement.............................................................................................. 26 Role of Commitment to Equity in Efficacy Building Dual Language Teacher...... 27 Summary…………………………………………………………………………. 28 CHAPTER 3: METHODS OF INQUIRY……………………………………………… 30 Inquiry Guiding Questions………………………………………………………. 30 Inquiry Design and Rationale……………………………………………………. 30 Context of the Inquiry……………………………………………………………. 34 Collaborative Inquiry Partners…………………………………………………… 34 Ethical Considerations…………………………………………………………… 34 Data Collection Tools…………………………………………………… 39 Pilot Study..................................................................................................... 40 Inquiry Procedures….............................................................................................. 42 Phase I........................................................................................................... 42 Phase II......................................................................................................... 43 Phase III........................................................................................................ 45 Data Collection Tools ............................................................................................ 46 Beginning Teacher Meeting Minutes…………………………………………… 47 Delimitations, Limitations, and Assumptions......................................................... 47 Role of the Scholarly Practitioner ……………………………………………….. 48 Summary................................................................................................................. 48 CHAPTER 4: RESULTS……………………………………………………………….. 50 Data Collection…………………………………………………………………… 50 Data Analysis…………………………………………………………………….. 51 Demographics……………………………………………………………………. 55 Mr. Rubio………………………………………………………………….. 55 Ms. Stief…………………………………………………………………… 55 Mr. Racey………………………………………………………………….. 60 Quality Professional Learning……………………………………………... 60 Advanced Instructional Practice of Professional Learning………………... 63 Professional Learning Supports Teacher Efficacy and Retention…………. 64 Walkthroughs…………………………………………………………………….. 64 Role of the Administrator………………………………………………….. 68 Teacher Efficacy………………………………………………………… 69 Summary…………………………………………………………………………. 69 CHAPTER 5: CONCLUSIONS……………………………………………………… 71 Summary of the Findings………………………………………………………… 71 Interpretation of the Findings…………………………………………………….. 72 Applicable in Instructional Practices……………………………………… 73 Acceptance of Cultural Contexts………………………………………….. 74 Professional Learning Timelines…………………………………………... 75 Limitations of the Study………………………………………………………….. 76 Recommendations for Practice………………………………………………… 77 Implications for School Leadership and Policy………………………………….. 79 Recommendations for Practice………………………………………………… 79 Recommendations for Future Research………………………………………….. 81 Conclusions………………………………………………………………………. 81 Scholarly practitioner Reflections on Leadership………………………………... 82 REFERENCES………………………………………………………………………...... 84 APPENDIX A: INSTITUTIONAL REVIEW BOARD APPROVAL…………………. 94 APPENDIX B: INFORMED CONSENT FORM……………………………………… 95 APPENDIX C: PCS RESEARCH APPROVAL……………………………………….. 96 APPENDIX D: TEACHERS’ SENSE OF EFFICACY SCALE (LONG)...…………… 97 APPENDIX E: TEACHERS’ SENSE OF EFFICACY SCALE (SHORT)...………….. 98 APPENDIX F: PROFESSIONAL LEARNING SURVEY…………………………….. 99 APPENDIX G: CITI PROGRAM CERTIFICATION…………………………………. 111 APPENDIX H: WALKTHROUGH INSTRUMENT………………………………….. 112 APPENDIX I: WALKTHROUGH DATA……………………………………………... 123 LIST OF TABLES 1. Inquiry Partners…..………………………………………………………………….. 36 2. Inquiry Matrix……………………………………………………………………….. 44 3. Mr. Rubio…………………….………………………………………........................ 56 4. Ms. Stief……………………………………………………………………………... 58 5. Mr. Racey……………………………………………………………………………. 61 6. Results……………………………………………………………………………….. 66 7. Professional Learning Offered………………………………………………………. 67 LIST OF FIGURES 1. NCMS demographics in 2023-24………………………………..........……………. 4 2. Spiral of Inquiry Framework………………………………………………………... 14 3. Beginning teacher experience at NCMS by grade level or encore in 2023-24……… 35 4. Pre & Post Survey Professional Learning Programs Satisfaction…………………... 53 5. Pre & Post Short & Long Term Efficacy……………………………………………. 54 CHAPTER 1: INTRODUCTION Beginning teachers (BT) and Dual Language (DL) teachers are tasked with balancing effective teaching, classroom management, and cultural relevance. However, many struggle due to a lack of instructional skills and pedagogical preparation. Research indicates that a significant number of beginning teachers exit the profession within their first three years (Castro et al., 2018). For example, in North Carolina, the attrition rate for beginning teachers—those with fewer than three years of experience—is 12.7%, compared to 6.8% for experienced teachers (North Carolina Department of Public Instruction [NCDPI], 2019). Additionally, beginning teachers account for 27% of all teacher separations in North Carolina public schools (NCDPI, 2022). In 2021-2022, 8.2% of teachers statewide left the profession. The teacher shortage has become a pressing issue, exacerbated by the fact that many new hires lack traditional teacher preparation programs (Sutcher et al., 2019). Beginning teachers face barriers such as inadequate Professional Learning (PL), limited community involvement, underdeveloped self-reflection skills, and insufficient understanding of district policies. While these barriers are well-documented, the root causes behind beginning teachers’ lack of instructional skills require further investigation. Understanding how insufficient Professional Learning affects teacher retention could provide solutions to this growing issue. Enhancing beginning teachers’ experiences not only supports their retention but also contributes to improved student outcomes (Allen & Butler, 1996; Gay, 2013). For beginning and alternatively licensed teachers, targeted Professional Learning, administrative support, and formative assessment early in their careers can strengthen instructional effectiveness. Background of the Problem of Practice Teacher education programs often struggle to prepare aspiring teachers for the realities of modern classrooms. Kea et al. (2006) identified challenges such as integrating culturally responsive teaching practices, which are critical for teachers to meet the needs of diverse student populations. Some schools recognize the value of such training but face difficulties with implementation, funding, and assessment. Reflective practice is another key area for growth. Dewey (1933) emphasized the importance of reflection as an active and deliberate process of problem-solving based on real-world experiences. For beginning teachers, self-reflection must begin with identifying and challenging deficit-based assumptions about diverse students (Kea et al., 2006). By valuing “cultural capital” as an asset, teachers can foster equitable learning environments (Milner, 2006). Culturally responsive Professional Learning encourages beginning teachers to critically examine their reliance on Eurocentric values and teaching methods. Palmer (2010) asserts that teaching is deeply personal, requiring educators to reflect on whether their practices perpetuate systemic inequities. Self-reflection, as suggested by Milner (2006), can help teachers navigate complex topics such as race and cultural relevance in a private, introspective manner. Schön (1987) posits that reflection is an iterative process, requiring ongoing evaluation and adaptation of teaching practices. This approach is particularly relevant as beginning teachers encounter students who differ from them in race, culture, and socioeconomic background. Sheets (2003) highlights that these cultural disconnects often lead to challenges in public schools, emphasizing the need for culturally responsive teaching and reflection early in teachers’ careers. Context of Inquiry North Carolina Middle School (NCMS) (a pseudonym) is a Title I school in rural eastern North Carolina. Title I funding supports schools serving low-income families to ensure students 2 meet state academic standards. NCMS serves approximately 425 students, with a demographic breakdown of 48% Black, 40% Hispanic, 7% White, and 5% multiracial (see Figure 1). The school has a significant number of beginning teachers across all grades: ● 6th Grade: 50% ● 7th Grade: 50% ● 8th Grade: 67% ● ENCORE Subjects: 40% ENCORE teachers specialize in areas such as art, STEM, physical education, and Spanish, rather than core academic subjects like math and science. These statistics underscore the importance of targeted Professional Learning initiatives for beginning teachers at NCMS. Statement of the Problem of Practice Beginning teachers often lack the preparation to effectively balance teaching, classroom management, and cultural responsiveness. Many enter the profession through alternative licensure programs without formal teacher preparation (Crosnoe et al., 2004; Hamre & Pianta, 2006). This lack of preparation leaves them under-equipped to address the diverse needs of their students and the demands of the profession. Strengthening their instructional skills requires a multi-faceted approach, including tailored Professional Learning, administrative support, and ongoing assessment of teaching practices. While barriers and challenges for beginning teachers have been extensively documented, I contend that their root cause lies in insufficient instructional skills and inadequate Professional Learning opportunities. These factors are critical to understanding the persistent teacher shortage and the pressing need to enhance student achievement (Allen & Butler, 1996; Gay, 2013). By addressing this foundational issue, we can effectively mitigate the challenges faced by beginning teachers. Examining their experiences 3 Figure 1. NCMS demographics in 2023-24. 4 becomes essential in light of the ongoing teacher shortage, emphasizing the urgency of recruiting and supporting educators. Furthermore, the connection between teacher preparation and student outcomes underscores the importance of equipping new teachers with the tools, knowledge, and resources needed to succeed. Providing early, targeted support through tailored Professional Learning, administrative backing, and ongoing assessments of instructional effectiveness can significantly strengthen these teachers’ skills. As a practitioner, I aimed to improve my ability to support beginning teachers by designing personalized Professional Learning opportunities at the school level. Recognizing the limitations of a one-size-fits-all approach, I assessed their individual needs and encouraged reflective practices to improve instructional methods. This approach will better prepare them for success in their roles while fostering a sense of teacher efficacy and preparedness. At North Carolina Middle School (NCMS), where beginning teachers (BTs) are present at all grade levels, this inquiry had a direct impact. NCMS has BTs teaching core subjects such as social studies and science across grades 6–8, with some coming from alternative licensure pathways. By implementing tailored Professional Learning strategies, I hoped to cultivate greater efficacy among these teachers and prepare them for the complexities of middle school instruction. Ultimately, this approach was anticipated to contribute to reducing teacher attrition rates in the following year. Inquiry Guiding Questions This inquiry seeks to answer the following questions: 1. To what extent does an individualized Professional Learning program impact beginning teachers’ self-efficacy in a diverse Title I middle school setting? 2. To what extent does an individualized Professional Learning program impact the retention of beginning teachers in a diverse Title I middle school? 5 3. What effects does a personalized Professional Learning program have on the retention of beginning teachers? Overview of Inquiry This study’s focus was on three beginning teachers at NCMS with one to three years of experience. These participants did: ● Complete a Pre-Needs Professional Learning Survey, a Short Teacher Efficacy Survey, and a Long Teacher Efficacy Survey to assess their baseline skills and challenges. ● Engage in instructional rounds and walkthroughs conducted by the school’s Instructional Coach and administrator. ● Participate in post-observation debriefs and coaching sessions to reflect on and implement feedback. The effectiveness of the Professional Learning program was measured through post-assessment surveys, retention data, and formal conversations about its impact on participants' decision to remain in the profession. Inquiry Partners Key inquiry partners included: ● The Assistant Superintendent of Human Resources ● Members of the Department of Excellence, Equity, and Leadership (DEEL) ● The District Secondary Director ● The Chief of School Support ● The NCMS Lead Mentor ● NCMS beginning teacher 6 These partners brought a wealth of expertise in areas such as teacher recruitment, retention, leadership development, and instructional support. Documentation of meetings will be collected using detailed notes and meeting logs. Conceptual Framework This inquiry utilized the Spiral of Inquiry Framework for professional growth, as developed by Halbert and Kaser (2022). This model is designed as a continuous cycle of learning, with findings from each stage feeding into the next, thereby fostering improvement. Its key elements included, starting from student experiences, using evidence to guide decisions, encouraging reflection on teaching practices, and ensuring progress toward improved outcomes The framework emphasized collaborative learning, reflective practice, and individualized Professional Growth Planning, making it highly adaptable to beginning teachers’ needs. At NCMS, BTs, participated in current Professional Learning initiatives focused on effective teaching and learning strategies, developed personalized Professional Learning plans to support their growth, & engaged with veteran colleagues for collaborative planning, inquiry rounds, and focused observations. These activities were designed to build teacher efficacy, enhance instructional quality, and ultimately reduce attrition rates. Definition of Key Terms The following terms will be used throughout this inquiry and are defined as follows: Alternative Licensure Teachers - Teachers from a non-education background (NCDPI, 2022). Beginning Teachers (BTs) - Teachers with one to three years of professional experience (NCDPI, 2022). 7 Beginning Teacher Program - A district program to assist BTs with ongoing Professional Learning (NCDPI, 2022). Dual Language Teachers - Teachers from Hispanic-speaking countries coming to America to teach. For these students, they are Math and Spanish teachers (NCDPI, 2022). Efficacy - The ability to produce a desired or intended result (https://www.merriam-webster.com/dictionary/efficacy (https://www2.ed.gov/nclb/landing.jhtml) No Child Left Behind Act - The main law for K–12 general education in the United States from 2002–2015. The law held schools accountable for how kids learned and achieved. The law was controversial in part because its penalized schools that didn't show improvement (https://www2.ed.gov/nclb/landing.jhtml). North Carolina Educators Effectiveness - Observation tool to evaluate teachers in NC teachers (NCDPI, 2022). Alternative Licensure - Teachers who are not graduates of a Teacher Prep program (NCDPI, 2022). Instructional Rounds - Instructional rounds are a disciplined way for educators to work together to improve instruction. The practice combines three common elements of improvement: classroom observation, an improvement strategy, and a network of educators (City et al., 2009). Residency Licensure - Teachers from a non-education background who have not completed a traditional teacher preparation program (NCDPI, 2022). Veteran Teacher - Teachers with more than 3 years of experience (NCDPI, 2022). Assumptions For this study, I assumed the Professional Learning I conducted would align with the district expectations as well. For example, Professional Learning provided was in line with any 8 district training for BTs who are alternatively licensed. In addition, Instructional Rounds and Walkthroughs were also a part of the imperatives outlined in the district’s aims. A final assumption was beginning teachers want the Professional Learning and recognize their need to improve. I also assumed teachers will implement the strategies with fidelity Scope and Delimitations On a national level, challenges include decreased enrollment in teacher preparation programs and high turnover. Enrollment in teacher preparation programs at universities has decreased significantly. Since 2000, the number steadily decreased in bachelor’s degrees in education each year, while the number of master’s degrees has taken a considerable downfall since 2010 (U.S. Department of Education, National Center for Education Statistics, 2016). Along with low numbers of graduates with education degrees, teachers are leaving the profession at an increasing rate. Reasons provided include low salaries, poor working conditions, and the lack of feeling appreciated (Imazeki, 2005). With the teacher shortage prevalent nationwide, more and more schools have to hire teachers through an alternate route certification program or from international programs. Unfortunately, such teachers are leaving the profession faster than those who graduated from a college or university teacher preparation program (Zhang & Zeller, 2016). This study addressed alternative licensed teachers and retention, not veteran teachers, not traditional BTs. Limitations Education in North Carolina has numerous challenges that have presented setbacks for teachers and students. One of the major problems is funding. Schools and their educators are being asked to do more with less. According to the 2021 North Carolina Teacher Working 9 Conditions Survey results, 33% of teachers stated they did not have the appropriate Professional Learning. On top of that, teachers have also inherited many roles within the school compared to a few decades ago. Challenges are similar but unique simultaneously at the school and district levels. One challenge is the inconsistency with the administrator in schools. With the constant changing of the guard comes new expectations and systems. Changes in leadership can enhance or frustrate beginning teachers where change is the only constant. Turnover at the top allows for more opportunity for turnover to occur down the line. Another challenge is beginning teachers often come into the profession with a strong sense of wanting to enact change but need to learn how to handle things appropriately when adversity strikes. In addition, district training in a massive rollout of a new instructional program would slow new teachers in being able to carry out what was taught in my Professional Learning with fidelity. Another limitation is that new teachers may have told me what I want to hear. This could impact data’s validity and is therefore limiting. Significance of Inquiry The shifting demographics of U.S. public schools, combined with the growing prevalence of beginning teachers, highlight the urgency of this study. Many new educators lack the pedagogical skills, classroom management strategies, and cultural awareness necessary to meet the needs of diverse student populations. This study aims to address these gaps by supporting beginning teachers through reflective, tailored Professional Learning. From my own experience as a beginning teacher, I understand the struggles of managing diverse classrooms while balancing instructional demands. As the principal of NCMS, I see the same challenges faced by my BTs today. This inquiry seeks to provide these teachers with strategies that not only enhance 10 their efficacy but also foster a deeper understanding of their students. Ultimately, supporting BTs can help bridge the achievement gap and ensure equitable learning opportunities for all students. Summary The teacher shortage, declining teacher preparation program enrollment, and increasing reliance on alternative licensure pathways necessitate innovative solutions. This inquiry will explore how tailored Professional Learning can support beginning teachers in developing the skills they need to succeed, reducing attrition rates while improving student outcomes. 11 CHAPTER 2: REVIEW OF LITERATURE This chapter reviews the literature relevant to the study's aim, focusing on the critical elements required to support beginning teachers in their professional growth. The literature underscores the importance of beginning teachers fostering an understanding of the responsibilities of an educator primarily through Professional Learning. Recognizing the importance of the formation of the foundation for effective teaching, the chapter examines various aspects of beginning teacher support. The review begins with an exploration of beginning teacher orientation, emphasizing its role in equipping new educators with essential tools and insights for navigating the early stages of their careers. Following this, coaching and mentoring are discussed as pivotal strategies to enhance professional growth and confidence. The discussion then transitions to the importance of ongoing Professional Learning and its role in developing a teacher's instructional capacity. Evaluation and administrative support are highlighted as key factors in sustaining a positive and productive learning environment for teachers. In addition to structural support, the chapter delves into the concept of culturally responsive teaching, emphasizing its significance in addressing the unique needs of minority students. The discussion incorporates examples of cultural disconnections to provide a comprehensive understanding of the challenges faced in diverse classrooms. Culturally responsive teaching pedagogies are explored in detail, illustrating how cultivating relationships and empathy can transform a teacher’s perspective and practice. Finally, the chapter examines the interplay between student achievement and teacher efficacy. The reciprocal relationship between these factors underscores the importance of empowering teachers to foster positive outcomes for students while building their confidence and commitment to the profession. Together, these themes provide a robust foundation for understanding how to best support beginning teachers in fostering student success and professional growth. Conceptual Framework To better understand the role of Professional Learning and its impact on Beginning Teachers (BTs), this study employed the Spiral of Inquiry framework for professional inquiry and growth (see Figure 2). This framework, developed by Halbert and Kaser (2022), provided a structured yet flexible process for continuous learning and improvement. It emphasized collaboration and reflective practice as central components of Professional Growth, ensuring that educators can adapt and thrive in diverse teaching environments. A central feature of this framework was the active involvement of BTs in their own Professional Learning. By engaging with tailored learning opportunities, beginning teachers were better equipped to enhance both their instructional quality and student outcomes. This approach aimed to address the dual goals of improving student learning and reducing teacher turnover. The Spiral of Inquiry framework is grounded in three major components: research, reflection, and assumptions. Each element plays a critical role in fostering professional growth. BTs will explore and engage with evidence-based Professional Learning resources on effective teaching and learning. At North Carolina Middle School (NCMS), these resources were consistently updated and made accessible to ensure relevance and applicability to the teachers' contexts. Reflection was integral to linking Professional Learning experiences with real-world teaching practices. BTs were encouraged to analyze their learning in relation to their classroom experiences, using insights gained to inform their teaching strategies. The framework operated under several key assumptions. The first assumption was BTs are motivated to remain current in their content areas and instructional methodologies. Secondly, BTs view learning as a lifelong process that contributes to both 13 Figure 2. Spiral of Inquiry Framework. 14 personal and professional growth. Thirdly, professional growth is perceived by BTs as a means to improve student learning and overall success. A supportive climate was essential for effective Professional Learning. Such an environment fosters openness, collaboration, and trust, which were critical for enabling BTs to engage fully in reflective and collaborative practices. As the principal of NCMS, my role was to actively support this environment by staying involved in teachers’ professional growth. This included providing consistent encouragement, guidance, and feedback. Collaboration was a cornerstone of the Spiral of Inquiry framework. BTs worked closely with colleagues, including veteran teachers, support staff, administrators, and district specialists. Key collaborative activities included: Teacher Inquiry (focused exploration of specific teaching challenges and strategies), Learning Rounds and Focused Observations (classroom observations, followed by reflective discussions and feedback) and Self-Reflection (BTs were encouraged to engage in ongoing self-assessment to track their professional growth and identify areas for improvement). Through these collaborative and reflective practices, BTs better understood and applied effective teaching strategies, fostering both their own growth and that of their students. The ultimate goal of the Spiral of Inquiry framework was to create a sustainable learning process for BTs. By aligning their professional growth with student success, NCMS aims to build teacher efficacy and foster a strong sense of preparedness and confidence among beginning teachers. Over time, these efforts were expected to contribute to higher teacher retention rates, improved student achievement, and a more cohesive and supportive school community. Beginning Teacher Support The first three years of a teacher's career are recognized as the beginning teacher phase, a critical period for professional growth and adjustment. To ensure the success of educators during 15 this phase, the North Carolina State Board of Education mandates structured support for all beginning teachers. This support is designed to be a continuous process aimed at fostering learning and growth, rather than merely providing temporary assistance (North Carolina Department of Public Instruction, 2022). This teacher induction process is fundamental for guiding new teachers through the challenges of their initial years in the profession. According to Curran and Goldrick (2002), effective induction programs integrate training, mentorship, and support from experienced educators and staff. These components work together to build the foundation for a teacher’s long-term success. Bartell (2004) underscores the importance of intentional and systematic planning in induction, stating: "The goal of a systematically planned program of induction is to help new teachers not just survive but to succeed and thrive" (p. 6). The induction process goes beyond survival skills, encouraging beginning teachers to reflect, adapt, and enhance their teaching practice. This continuous improvement is essential for achieving two core goals: improving instructional quality and enhancing student learning outcomes. The theory of action underpinning new teacher induction emphasizes the interplay between structured support and professional growth. It assumes that with adequate guidance, new teachers are more likely to develop confidence and efficacy in their roles, structured mentoring and collaborative learning experiences accelerate the transition from novice to proficient educator, supporting teachers during the beginning phase reduces attrition, fostering long-term stability in schools. Through effective induction, new teachers are encouraged to hone their craft, aligning their professional growth with the broader goal of improving student success. By equipping teachers with the tools and skills needed to thrive, the induction process not only benefits educators but also contributes to the creation of vibrant and high-achieving learning environments. 16 Training, professional learning, and mentoring for new teachers enhance their practice and positively impact student achievement. According to Wong (2004), effective induction programs integrate five key components: orientation, mentoring, professional learning, evaluation, and administrative support. These components should work together, not in isolation, to provide ongoing, tiered support throughout a teacher's career. Orientation, as part of a comprehensive induction program, introduces new teachers to the district and school culture, including vision, mission, goals, policies, and procedures (Potemski & Matlach, 2014; Reeder, 2013). It also fosters networking, builds connections with supervisors, and creates a supportive environment where teachers can ask questions and understand expectations. This approach helps new teachers feel valued and invested in their roles, promoting long-term professional growth. Teacher Shortage and Costs Teacher shortages are increasingly recognized as not only a matter of quantity but also of quality, particularly in schools with higher proportions of students of color and students living in poverty. These schools are 3 to 10 times more likely to have uncertified teachers (Darling-Hammond & Sykes, 2003), reflecting disparities that policies like the No Child Left Behind Act aimed to address. Teacher attrition and mobility impose significant financial burdens, with estimates of $2.2 billion annually for attrition and $4.9 billion for replacing teachers who transfer schools. District-specific costs range from $4,366 per teacher in small rural districts to $17,872 in large urban districts (Barnes, 2007; Castro et al., 2018). A major reason for teacher departures is a lack of administrative support. A recent Rand Corporation survey revealed that one in four teachers planned to leave the profession by the end of the school year, marking a 60% increase from pre-pandemic levels, largely due to inadequate administrative support. 17 Principal support including mentoring, professional development, and fostering collaboration—has a significant positive impact on teacher retention and job satisfaction (Redding & Henry, 2019). Higher levels of perceived administrative support correlate with greater teacher retention. The scale of teacher turnover is startling. The number of new teachers hired annually increased from 50,000 in 1987-1988 to 200,000 in 2007-2008, while 112,000 teaching positions remained unfilled in 2018 (Ingersoll & Strong, 2011; Schwan et al., 2019). Research shows that mentoring and induction programs improve retention and job satisfaction for new teachers, with studies indicating that participants in such programs report higher satisfaction, commitment, and retention (Ingersoll & Strong, 2011). Turnover impacts the achievement of all students in a school, disrupting instructional consistency and teacher collaboration (Ronfeldt et al., 2013). High turnover often forces schools to hire inexperienced or unqualified teachers, increase class sizes, or reduce class offerings, disadvantaging students (Sutcher et al., 2019). Turnover disrupts teacher collaboration and hampers instructional improvement efforts. Financial costs for replacing teachers in urban districts can exceed $20,000 per teacher, placing a strain on resources (Carver-Thomas & Darling-Hammond, 2019). By fostering teacher efficacy and addressing turnover, schools can improve student achievement, enhance teacher collaboration, and reduce costs associated with attrition. Mentoring Mentoring is a cornerstone of effective beginning teacher induction programs (Bullough, 2012). Mentors play a critical role in supporting new teachers by fostering professional and confidential relationships to impart ethical standards, best instructional practices, and leadership opportunities (NCDPI, 2022). A mentor, typically a trusted and experienced teacher, provides both formal and informal guidance, creating an ally for beginning teachers to approach with 18 questions and concerns (Moir, 2007; Simos, 2013). This supportive relationship enables new teachers to implement effective classroom practices, including maintaining positive classroom environments, engaging students, and managing classrooms effectively (Ingersoll & Strong, 2011). Accessibility and compatibility of mentors are vital to the success of mentoring programs. Research emphasizes the importance of pairing mentors and mentees within the same building and preferably within the same subject area or grade level to foster regular collaboration and reflection (Schwan et al., 2019; Wood & Stanulis, 2009). Consistent mentor-mentee meetings allow for the exchange of ideas and support, mitigating the isolation and frustration that new teachers often experience and reducing attrition rates. State and local policymakers have increasingly prioritized mentoring as a key strategy to address these challenges and enhance teacher retention. Mentoring programs also have a proven positive impact on student achievement. Studies show that new teachers participating in mentoring programs are more effective at developing lesson plans, engaging students, and adjusting instruction, which leads to better academic outcomes for their students (Ingersoll & Strong, 2011). Additionally, mentors gain professional benefits, including increased recognition, emotional support, and respect from their mentees (Ragins et al., 2000). The effectiveness of mentoring depends on systematic training and professional development for mentors. Highly qualified mentors lead to greater student achievement, enhanced teacher satisfaction, and improved student behavior. Proper mentor-mentee pairing and ongoing support are critical factors for successful mentoring programs, ensuring both teacher growth and student success (Ingersoll & Strong, 2011). Coaching Coaching is a collaborative and creative process designed to help beginning teachers maximize their personal and professional potential (International Coach Federation). Unlike 19 mentoring, which involves guidance from a more experienced teacher, coaching focuses on supporting teachers in achieving specific goals through observation, feedback, and strategy development (Bloom et al., 2005). Effective coaching can be provided by instructional coaches, peers, or administrators and should be tailored to the teacher's individual needs. Coaching allows beginning teachers to gain fresh perspectives on challenges, develop actionable strategies, and refine their instructional practices. It is distinct from training, supervision, or mentoring, though strong mentors often integrate coaching techniques. Silver et al. (2009) found that coaching programs were highly beneficial during the teacher induction process, offering personalized and differentiated support. This individualized approach helps beginning teachers transition from "students of teaching to teachers of students" (Ingersoll & Smith, 2004, p. 29). Research shows that coaching positively impacts teacher performance and retention. Beginning teachers who receive coaching are more likely to implement effective instructional strategies, improve classroom management, and achieve better student outcomes (Brewster & Railsback, 2001). Furthermore, teachers supported through coaching are more likely to remain in the profession, underscoring its value in teacher induction and development. Professional Learning The distinction between traditional "professional development" and "professional learning" is essential for improving teaching quality and student outcomes. Professional development often consists of one-time, standardized workshops or lectures delivered to teachers. In contrast, professional learning is interactive, sustained, and tailored to individual teacher needs. It empowers teachers to take responsibility for their growth and integrate learning into their teaching contexts, resulting in system-wide improvements (Archibald et al., 2011; Darling-Hammond et al., 2017; Labone & Long, 2016). Professional learning focuses on 20 subject-specific content and educational standards. Teachers engage in activities that involve active participation and reflection. Learning occurs in the context of teachers' daily work. Teachers work in professional learning communities and with colleagues. Teachers receive support through modeling of strategies and coaching. Learning happens over time, not in isolated sessions. Activities connect with broader school and district objectives. Teacher agency, or the capacity of teachers to take charge of their growth, is vital for systemic change and professional learning success (Calvert, 2016). Involving teachers in professional learning ensures they remain lifelong learners, which is crucial during the early years of teaching (Taranto, 2011). Effective professional learning fosters a culture centered on growth and supports diverse learners to ensure equitable outcomes for all students (Alliance for Excellent Education, 2004; Wei et al., 2009). Professional support through collegial interactions significantly influences teachers’ job satisfaction and retention. Teachers' embeddedness in social networks allows them to access resources and knowledge, impacting both individual and school-wide growth (Thomas et al., 2019). Schools with isolated social structures risk limiting teachers' resource access and collaboration opportunities. Principals play a critical role in creating environments conducive to professional learning. Successful principals foster productive learning climates, facilitate collaborative communities, and strategically manage resources. They engage teachers in instructionally focused interactions and use evaluation strategies to enhance teaching practices (Grissom, 2011). High-quality professional learning incorporates self-assessment, data-driven goals, and collaborative problem-solving to address teaching challenges (Psencik, 2022). Professional learning improves teacher effectiveness, raises student achievement, and retains teachers by promoting collaboration and growth-oriented practices. It equips teachers to work 21 effectively with diverse learners and aligns individual goals with district and school objectives, creating a culture of continuous improvement (Desimone & Parsons, 2020; Wong, 2004). Evaluation In North Carolina, beginning teachers are required to undergo a structured observation and evaluation process. This comprehensive process includes three full administrative observations and one full peer observation throughout the school year. Evaluations are based on a standardized rubric provided by the state, which aligns with North Carolina teaching standards. At the start of the school year, school administrators conduct staff training where all teachers learn about the rubric and how it will be applied during evaluation. Beginning teachers undergo four observations: three by administrators to assess teaching performance and alignment with state standard & one by a peer to offer additional perspectives and support. Evaluations help administrators identify areas where beginning teachers excel and where they need support (Alliance for Excellent Education, 2004; Wiebke & Bardin, 2009). The rubric ensures observations are objective and tied directly to state standards, promoting consistent expectations. The process should be used not just for assessment but to provide targeted support and professional growth opportunities for beginning teachers. The ultimate goal of this observation and evaluation process is to ensure beginning teachers are supported and guided in their professional development, fostering improved teaching practices and alignment with state educational goals. Administrative Support for Beginning Teachers School administrators play a pivotal role in the induction process for beginning teachers. They are responsible for providing orientation, assigning mentors, fostering collaboration, and creating a supportive school climate (Bickmore & Bickmore, 2010; Brewster & Railsback, 22 2001). Mentorship, a critical component of beginning teacher support, is facilitated by administrators who build strong relationships and guide teachers toward professional growth (Wiebke & Bardin, 2009). Administrators help develop novice teachers into master teachers by offering constructive feedback, facilitating professional learning, and creating opportunities for extended learning (Inman & Marlow, 2004). Checking in with beginning teachers and maintaining consistent conversations allow administrators to identify and address teachers' challenges and needs Teachers thrive when they feel valued and respected (Bickmore & Bickmore, 2010). Principals create this environment by modeling respect, fostering cultural responsiveness, and encouraging equity-focused practices (Boske, 2009). Administrators significantly influence teacher efficacy, which is tied to increased commitment, partnerships, and student achievement (Darling-Hammond, 2006). Principals can support teachers in achieving their potential and addressing equity gaps. Teacher efficacy grows when administrators build learning teams, maintain sustained focus, and implement cycles of inquiry followed by reflection (Fullan & Kirtman, 2019). Professional learning opportunities should be ongoing, goal-oriented, and embedded in the school’s daily culture. This approach enhances teacher skills, morale, and commitment (Fullan & Kirtman, 2019; Wang, 2023). A supportive school leader who invests in teachers can lower attrition rates by building trust, morale, and efficacy. Teachers with a sense of belonging and commitment to their school are more likely to stay in the profession. Administrators who foster collaboration and professional growth create unified school environments where teachers and students thrive. Leaders with strong curriculum knowledge can identify inequitable practices and lead their schools toward inclusivity and equity (Boske, 2009). Ultimately, school administrators must act as proactive leaders, ensuring teachers feel supported, valued, and empowered to contribute to their schools' success. By creating a culture of 23 collaboration and growth, administrators can build the foundation for a sustainable and effective educational community. Relationships and Understanding Each classroom has the potential to develop a unique culture guided by the teacher, who acts as the facilitator. Strong relationships are essential for building this culture, as they foster trust, care, and mutual respect. Gay (2013) emphasized that effective classroom relationships are built on patience, persistence, facilitation, validation, and empowerment. These relationships are the foundation for nurturing classroom environments where high standards are set, and failure is not an option. Teachers who create environments of care and support are most successful in closing achievement gaps (Benard, 2003). Students are more engaged and willing to strive when they feel valued and cared for. Culturally responsive teachers build meaningful connections, making relationships a necessity rather than an option (Noddings, 1992). Effective teachers ensure students understand the high standards set for them while also helping them recognize their worth and assisting in goal-setting (Rosenthal & Jacobson, 1968). Teachers motivate students to excel without allowing excuses, focusing on their potential and pushing them to achieve (Delpit, 1995). Kleinfeld (1975) introduced the concept of "warm demanders," teachers who blend positive motivation with high expectations. These teachers build confidence in their students and foster successful learning outcomes through encouragement and accountability (Kuykendall, 2004). Culturally responsive teachers foster a "community of learners," where students collaborate, teach one another, and share responsibility for their collective success (Noddings, 1992). Warm demanders create inclusive classrooms where every student feels valued and supported, cultivating a sense of belonging and community. Classrooms characterized by care, inclusivity, and high expectations create environments where students feel empowered 24 to succeed. Teachers who embrace these principles not only nurture academic achievement but also build resilient, motivated, and confident learners capable of reaching their full potential. By establishing strong relationships and fostering collaboration, teachers lay the groundwork for success in every aspect of student development. Teacher Efficacy Teacher efficacy, the belief in one’s ability to influence student engagement and learning, is a crucial factor for both teacher and student success (Tschannen-Moran & Woolfolk Hoy, 2001a). Rooted in Bandura’s concept of self-efficacy, this belief shapes teachers’ behaviors, motivation, and persistence in overcoming challenges (Bandura, 1986). High teacher efficacy correlates with greater commitment to students, job satisfaction, and retention in the teaching profession (Hoy & Miskel, 2001; Klassen & Chiu, 2010). Positive teaching experiences build confidence in handling classroom management, student engagement, and collaboration. Observing peers successfully manage challenges enhances self-efficacy. Encouragement from colleagues and supervisors reinforces confidence. Positive emotions and reduced stress contribute to higher self-efficacy. Time pressure, discipline issues, low student motivation, and lack of administrative support decrease teacher efficacy. Supportive social relations, collegial collaboration, and shared values within the school boost self-efficacy and reduce burnout. Alignment between teachers’ personal values and the school’s norms, goals, and methods is positively associated with self-efficacy and feelings of belonging. Teachers driven by intrinsic motivation and ethical considerations thrive in environments where their values are respected (Skaalvik & Skaalvik, 2019). Teachers with high self-efficacy are more engaged, committed, and motivated to overcome challenges. High self-efficacy reduces burnout and the desire to leave the profession, promoting job satisfaction and longevity in teaching (Klassen & Chiu, 2010; 25 Skaalvik & Skaalvik, 2019). Teachers confident in their ability to influence students are more likely to adopt effective teaching strategies and foster positive classroom environments. Supportive relationships with colleagues and supervisors enhance teacher well-being and self-efficacy. School leaders must reduce factors like discipline issues and workload pressures that negatively affect self-efficacy. Providing mentoring, professional learning opportunities, and a supportive social environment fosters teacher growth and resilience. Schools should ensure alignment between institutional values and teachers’ intrinsic motivations to create a cohesive and supportive culture. By understanding and leveraging these factors, schools can cultivate environments that enhance teacher efficacy, benefiting both educators and students. Teacher efficacy not only predicts motivation and engagement but also lays the foundation for sustained professional success and improved student learning outcomes. Student Achievement Research consistently links high teacher efficacy to improved student achievement and better classroom practices. Holzberger et al. (2013) contend high teacher efficacy correlates with better classroom management and higher achievement scores for students. Caprara et al. (2006): A survey of over 2,000 teachers revealed a positive correlation between teacher efficacy and student achievement. Khan (2011) states teachers with high efficacy set higher expectations for their students, fostering a belief in student success, whereas those with low efficacy tend to expect failure. Jerald (2007) argue teachers with high efficacy are better planners, more organized, open to innovation, and less critical of their students’ work. These behaviors lead to improved student outcomes. Teachers with high efficacy invest more time in preparation and achieve better results in student performance (Gibson & Dembo, 1984). Teachers with high efficacy design engaging lessons and exhibit superior classroom management, dealing effectively 26 with behavioral challenges while fostering persistence and resiliency (Tschannen-Moran & Woolfolk Hoy, 2001b). High rates of teacher turnover negatively affect student achievement, school culture, and finances. Role of Commitment to Equity in Efficacy Building Dual Language Teachers Dual language (DL) teachers play a critical role in fostering social justice by examining their own identities, abilities, language, and culture while navigating the diverse environments of schools and society (Darling-Hammond et al., 2017). Their work requires continuous reflection and adaptation to meet the needs of their students and communities. Administrators are key partners in this process, acting as co-constructors of knowledge and supporting DL teachers in their professional and cultural growth. Administrators facilitate professional learning tailored to DL teachers’ unique needs, offering opportunities for teachers to volunteer and provide input on topics, present at workshops, engage in dialogue across grade levels and districts, and renew practices to address the needs of DL students. Effective professional learning builds a culture that aligns beliefs and practices with growth targets, fostering meaningful change in schools (Lammert et al., 2015). The support administrators provide affects how DL teachers perceive their abilities, their students, and their capacity to influence program success. This includes onboarding new DL teachers, engaging parents in the DL process and building partnerships with district teacher preparation programs to mentor candidates and host clinical practice sites in DL settings. Efficacy building involves developing the skills, processes, and resources needed to achieve goals. Administrators achieve this by aligning beliefs and refining practices with desired growth targets, using tools like coaching and feedback (Lammert et al., 2015). When administrators actively support DL teachers, the effects extend beyond individual classrooms. Professional learning fosters a shift in school culture and beliefs, resulting in systemic changes 27 that benefit DL programs at the district level. DL teachers gain confidence in their ability to create meaningful change, improving outcomes for students and their communities. Administrators help instill a mindset of cultural growth, ensuring that DL programs remain equitable and inclusive. In summary, administrators play a pivotal role in supporting DL teachers through professional learning, efficacy building, and fostering collaboration. This collaborative approach leads to stronger programs and more significant, equity-driven outcomes for dual language learners and their communities. Summary The literature highlights the critical need for administrative and collegial support to adequately prepare beginning teachers (BTs) for the teaching profession. This need is especially pressing given the increasing diversity of student demographics, contrasted with insufficient preparatory programs to equip BTs with the necessary skills to teach students who may differ significantly from themselves in cultural, linguistic, and socioeconomic backgrounds. To support beginning teachers in this context, effective Professional Learning practices is essential. Teachers must learn about their students’ backgrounds, cultures, and experiences to create a more inclusive and supportive learning environment. By developing a deeper understanding of their students, teachers can foster connections that are both personal and professional. Positive teacher-student relationships are foundational to improving self-efficacy for teachers and creating trust and engagement for students. When teachers feel confident in their ability to connect with students, they are more likely to persist in their profession and positively impact student achievement. As teachers successfully connect with students and implement strategies acquired via Professional Learning, their belief in their ability to influence student outcomes strengthens. High teacher self-efficacy not only leads to improved instructional practices but also 28 contributes to higher teacher satisfaction and retention. Beginning teachers who are exposed and implement newly acquired skills via Professional Learning are better able to engage their students, resulting in improved academic performance. When teachers feel equipped and supported in addressing the diverse needs of their students, they are more likely to remain in the profession. Professional learning can ensure that all students, regardless of their backgrounds, feel valued and supported in their educational journey. Supporting beginning teachers not only enhances their teaching experience but also positively impacts the broader educational landscape by fostering equity, connection, and achievement. 29 CHAPTER 3: METHODS OF INQUIRY While barriers and challenges for beginning teachers have been identified, I proposed that the root cause lies in their lack of instructional skills and the impact of inadequate Professional Learning opportunities. Examining beginning teachers’ experiences is important because of the ongoing teacher shortage (need to hire teachers) and increasing student achievement (Allen & Butler, 1996; Gay, 2013). Inquiry Guiding Questions The following questions will guide this inquiry: 1. To what extent does an individualized Professional Learning program impact beginning teachers’ instructional self-efficacy in a diverse Title I middle school setting? 2. To what extent does an individualized Professional Learning program impact the retention of beginning teachers in a diverse Title I middle school setting? 3. What effects does a personalized Professional Learning program have on the retention of beginning teachers? For the purpose of my inquiry, beginning teachers referred to those that either came through a traditional teacher preparation program (four-year college or university) or alternative pathway or are dual language teachers at NCMS. These questions will be answered through short efficacy surveys, long teacher efficacy surveys, teacher intent to return forms and individual interviews. Inquiry Design and Rationale This inquiry used improvement science to assist beginning teachers with developing instructional pedagogy while balancing classroom management efficacy through appropriate Professional Learning. Improvement science focused on improving beginning teacher efficacy and retention while examining the systems and procedures that surround this system (Perry et al., 2020). This inquiry used an exploratory sequential design. This design prioritized the collection and analysis of qualitative data during the first phase. Building on those exploratory results, I conducted a second phase, where qualitative data was collected and analyzed. Beginning teachers completed a short and long efficacy survey of their skills as a teacher. Next, they completed a pre- Professional Learning survey of the needs they needed to be successful. Inquiry partners and administration conducted Professional Learning during the throughout the 2023-2024 school year to coach teachers and build their efficacy. Finally, beginning teachers took a post-survey of professional development and I analyzed the retention data to gauge the effects of Professional Learning. Reflection incorporated strategies gained from Professional Learning. Altogether, each used the data gathered and lessons learned in the previous part. To answer the guiding questions of this inquiry, a mixed methods approach was used to understand the areas of improvement of beginning teachers identified as increased teacher efficacy via Professional Learning. I utilized an exploratory-sequential, mixed methods design grounded in improvement science (Mertler, 2022). Open-ended interview questions were used to identify similarities, patterns, and trends that define the qualities of increased teacher efficacy. This specific question allowed for more accessibility for in-depth responses. Observations and instructional rounds of three beginning teachers and their practices added to the rich data drawn in a qualitative study. Teacher participants were selected based on administrative input and current licensure. Criteria for selection consisted of administrator recommendations based on observations as described in detail in the following section. The focus of the classroom observations was to gather information on the teaching methods of each beginning teacher, how 31 BTs motivated and engaged students, in what ways the BTs interacted with students, and how the students interacted with each other, in addition to BTs’ approaches to addressing disciplinary issues, after attending Professional Learning opportunities. A qualitative design was used to achieve depth rather than breadth (Mertler, 2022). In its simplest form, data collected from interviews and observations was used to tell a story about what the participants did and what kinds of practices they implemented after Professional Learning that led to increased teacher efficacy and retention. A qualitative design is best conducted in a natural setting, such as a classroom, without intentionally manipulating the environment (Mertler, 2022). Therefore, I chose to conduct my inquiry within classroom settings. Beginning teachers need a foundational understanding of the role of the teacher and an opportunity to self-reflect on their assumptions/experiences. As a principal, I provided a space for the teachers to feel comfortable sharing their ideas and thoughts. It was important for them to understand their value to the school culture and students. This process was overseen and facilitated by me. Next, beginning teachers were provided a brief reminder of the goal of this inquiry. I secured a facilitator from the school’s district and outside partners to provide relevant Professional Learning who understood the challenges of BTs. Following that, the BTs reflected and shared the value and application of the strategies learned in Professional Learning. Throughout these stages, feedback was collected and analyzed. Finally, beginning teachers must understand the connections between Professional Learning and the project's purpose. Follow-up discussions were held with individual BTs to get input on how they thought they had grown from participating and determined how their progress 32 had transformed their approach to the students, their teaching styles, and plans to continue in the teaching profession. Feedback was recorded and used to analyze the implications. The basis of this research utilized the Spiral of Inquiry cycle to improve relationships between teachers and students. This framework answered the following questions: What am I trying to accomplish; how will I know that a change is an Improvement; and what changes can we make that will result in improvement? ● Phase I-Distributed a study description and consent to all participating teachers. Teachers were asked to complete the pre-assessment of their efficacy and return it to me if willing to participate in the study. I created questions and procedures for the focus groups, gathered materials, and created a plan for utilizing the data. ● Phase I/II-This phase of the study involved a focus group of beginning teachers. The questions focused on the influences of Professional Learning and how it shapes what happens in the classroom. ● Phase II/III-This step involved data analysis, comparing data, and determining similarities. Next, I gathered the qualitative data and then coded the data to find similarities. The qualitative data collection also included classroom observations to determine what actions occurred in classrooms with teachers that had developed increased efficacy. Follow-up questions were created to clarify and refine the analysis and develop based on the unique responses of the participant. ● Phase III-The final step required me to work with the beginning teachers. I was able to implement some Professional Learning with the beginning teachers to help refocus or refine the efficacy they had developed. They will complete a post efficacy survey to gauge the effectiveness of the Professional Learning. 33 Context of the Inquiry North Carolina Middle School (NCMS) was a pseudonym for a middle school in one of the most rural parts of an eastern North Carolina (NC) county. NCMS is a Title 1 school. Regarding teacher experience, 50% of 6th-grade, 50% of 7th-grade, 67% of 8th-grade, and 40% of ENCORE are designated beginning teachers (BTs) (see Figure 3). Collaborative Inquiry Partners For the purpose of this inquiry, I engaged inquiry partners from the school and district levels (see Table 1): ● Assistant Superintendent of Human Resources - Recruits, hires, and implements retention procedures ● Department of Excellence, Equity and Leadership (DEEL office) - Responsible to recruit, retain, and reward effective educators to ensure the success of every child through Professional Learning, leadership Learning, and career advancement. ● Secondary Director, Chief of School Support - Supports beginning principals and low performing schools as designated by the state ● NCMS Lead Mentor - coordinates school mentors and monthly beginning teacher meetings ● NCMS Beginning Teachers - will make up my inquiry partner team. Documentation of meetings will be collected using notes and meeting logs. Ethical Considerations As the scholarly practitioner and principal of NCMS, I brought a unique perspective to this inquiry, but my dual role also presented potential challenges related to participant bias and ethical concerns. Recognizing and addressing these concerns was essential to conducting a 34 Figure 3. Beginning teacher experience at NCMS by grade level or encore in 2023-24. 35 Table 1 Inquiry Partners Inquiry Partner Role in Study Phases of Inquiry Assistant Superintendent of HR Ensure the study is aligned with the districts goals I DEEL office Provides details concerning onboarding processes for BTs; Works with school leader to support the growth of BTs in areas related to NCEES Standard I II/III Directory of Secondary Education Provides relevant district Instructional expectations for BTs II/II Chief of School Support Works with school leader to support the growth of BTs in areas of related to NCEES Standard I I/III NCMS Lead Mentor Schedules and BT mentor meetings and makes sure all BTs have a mentor and are supported throughout the year I/II/III NCMS Beginning Teachers Study participants I/II/III NCMS Peer Observers Study participants I/II/III 36 rigorous and ethical study. Clear communication to participants that this study was not evaluative and would not impact their performance evaluations or professional standing is vital. In addition, an emphasis that the inquiry aimed to improve teaching experiences and ultimately increase retention of BTs. Using separate walkthrough rubrics and success measures from those used in the North Carolina Educators Effectiveness System (NCEES) tool to ensure the inquiry data was distinct from formal evaluations was employed. A reinforcement that participation and responses were confidential and independent of formal administrative assessments. Successfully completing the Collaborative Institutional Training Initiative (CITI) ensured I was equipped to uphold the ethical treatment of human subjects, including protecting participant rights, confidentiality, and informed consent. I provided detailed descriptions of the study’s purpose, procedures, and non-evaluative nature in the consent forms. Participants were allowed to withdraw at any time without penalty, reinforcing voluntariness. Approval from the Superintendent of Eastern County Schools (ECS) was obtained to ensure the study aligns with district policies and ethical standards. Storage of all data was securely and anonymized during analysis to protect participant identities. Usage of coding or pseudonyms for teacher participants in all reports or presentations was used. Surveys, interviews, and focus groups were held in settings that did not feel evaluative (e.g., not during formal teacher meetings or observation feedback sessions). I shared preliminary findings with participants to validate interpretations and ensured they felt accurately represented. My dual role as the principal and researcher provided a valuable opportunity to directly implement findings for immediate impact. However, maintaining clear boundaries between administrative duties and inquiry activities was crucial to ensure participant trust and ethical integrity. By adhering to rigorous ethical standards, completing CITI 37 training, and obtaining district approval, I could conduct an inquiry that benefits both teachers and students while maintaining professional and scholarly credibility. To conduct this inquiry in alignment with district and university policies, the following steps were taken to ensure ethical integrity and rigor. Obtaining approval from the Eastern County Schools (ECS) district to conduct the study, adhering to their policies for research involving teachers and student and secure approval from East Carolina University’s Internal Review Board (IRB) to ensure compliance with ethical research standards, particularly those involving human subjects. In addition, I met with participants before the inquiry begins to explain the study’s purpose, methods, and non-evaluative nature. A clarification that participation was voluntary and could be withdrawn at any time without consequence. A detailed informed consent form (see Appendix B) was provided, ensuring participants fully understood their rights. An assurance to participants that their responses would not impact their formal evaluations. Lastly, usage of coding to anonymize data, ensured participant identities were protected throughout the study. Data collection Instruments used were the Short and Long Efficacy Scales (Ohio State University). The Short Efficacy Scale measured challenges faced by teachers, focusing on teaching-related tasks. The Long Efficacy Scale provides a comprehensive assessment of difficulties teachers encounter in school activities. Both instruments are reliable and valid tools designed to measure teacher beliefs and efficacy. Also the Professional Learning Needs Assessment Survey (Hanover Research) was used as part of this study. This survey targeted BT perceptions of professional learning in the district. It provided insights into current strengths and areas for improvement in professional learning offerings. These results helped to prioritize future professional learning needs. Data security and storage was on a password-protected laptop I ensured survey responses remained anonymous and were used 38 solely for research purposes. I recognized the potential for subjectivity due to my dual role as a principal and scholarly practitioner. I sought to maintain a reflective stance to mitigate bias, ensuring fairness and objectivity in all aspects of the inquiry. Transparency with participants included communication of my vested interest in their success while emphasizing the study’s goal of improving professional learning for all BTs. Analysis of the results from the Short and Long Efficacy Scales to assess changes in teacher beliefs and efficacy over time were completed. Those findings from the Professional Learning Needs Assessment Survey were used to identify patterns in BT perceptions and inform recommendations for district professional learning improvements. Integration of data from observations and interviews to triangulate findings and provide a comprehensive understanding of BT experiences completed this phase. This rigorous approach ensured ethical treatment of participants while leveraging reliable instruments to identify strengths and gaps in current professional learning offerings, enhance beginning teachers’ efficacy and retention through targeted professional learning initiatives, contribute actionable insights for district-wide improvements in teacher support and development. Data Collection Tools This research employs a mixed methods design, incorporating qualitative and explanatory measures, to explore themes supporting beginning teacher efficacy and retention. The methodology focuses on collecting, coding, and analyzing data to guide conversations and inform actionable strategies (Mertler, 2022). As I, I attended monthly beginning teacher meetings led by the school’s lead mentor. During these meetings, I observed discussions on themes related to teacher efficacy and retention. Afterwards, I collected and compared participant feedback over time. This comparison allowed me to identify changes in participant perspectives, draw connections between evolving themes and participant feedback. Coded notes from meetings 39 would inform emerging themes and guide ongoing reflection. Using a coding system to analyze data from, interviews and informal interactions allowed me to recognize themes and patterns to reflect participants’ experiences and perspectives. Comparison of data across cycles to observe changes in participants’ perspectives and practices was key to reflect on how these changes aligned with professional learning interventions and teacher retention efforts. Collaborative inquiry and reflection involved participant engagement. Actively involving participants in the reflective process during meetings allowed structured discussions to gather feedback and insights on their evolving experiences. My collaboration with the lead mentor aided to align meeting discussions with research goals, gather data on participant perspectives and provide support. Continuous reflection was part of the process of the inquiry, with shifts in participant engagement, efficacy, and retention. By integrating qualitative and explanatory data collection methods with ongoing reflection and collaboration, this methodology identified several themes. Themes aided in a comprehensive understanding of the factors supporting beginning teacher efficacy and retention. Furthermore, guiding conversations led to findings to inform discussions with stakeholders and improve professional learning programs. As a result, a fostering of transformative process led to the enhanced professional experiences of beginning teachers and supported long-term retention efforts. This approach ensured a thorough, reflective, and collaborative process that aligned with the inquiry’s goals and produced actionable insights. Pilot Study The Professional Learning session, facilitated by an instructional coach, focused on three beginning teachers completing their first year in the profession. These teachers were not part of the initial BT group and represented diverse demographics: two Black females, one White female, and one White male. The process emphasized inclusivity, classroom management, and 40 relationship building, with data collected to measure the effectiveness of these activities. Efficacy and Professional Learning surveys used were the Long and Short efficacy scales (Ohio State University) and the Hanover Professional Learning Effectiveness Survey. The purpose was to gauge participants’ sense of instructional efficacy and their perceptions of the Professional Learning program. Opportunities included teachers were asked to view classroom dynamics from their students’ perspectives. A reflection focused on building connections and relationships with students to bridge gaps in understanding and foster engagement. Teachers reviewed discipline data and discussed the qualities of effective classroom management. Conversations were guided by reflection questions aimed at defining the teacher's role in maintaining well-managed classroom. Teachers were tasked with implementing one classroom management strategy learned during the session and reflecting on its impact in their classrooms before the next meeting. A debrief was held with the instructional coach and myself to document discussions and reflections, which were reviewed and coded. Several themes emerged from the raw data, providing insight into teacher experiences and the effectiveness of the Professional Learning strategies. Emerging themes included inclusivity and relationship building. Teachers identified the importance of understanding their students’ diverse traits and creating a sense of belonging in the classroom. Strategies for inclusivity were seen as valuable tools for fostering stronger teacher-student relationships. Effective classroom management was recognized as a cornerstone of a positive learning environment, with teachers expressing the need for consistent and adaptable approaches. Implementing learned strategies sparked reflection on their role in shaping classroom culture. Guided reflection activities helped teachers critically evaluate their practices and identify areas for improvement. Teachers valued the opportunity to discuss challenges and successes with peers, reinforcing the importance of collaborative learning. The Professional 41 Learning activities appeared to positively impact teacher efficacy, as participants reported feeling more confident in addressing opportunity gaps and managing their classroom. The facilitated Professional Learning sessions demonstrated the value of targeted coaching, structured reflection, and collaborative discussion for beginning teachers. By engaging in these activities, teachers were able to gain practical strategies for fostering inclusivity and improving classroom management., reflect on their practices, enhancing self-awareness and instructional efficacy, and develop a stronger sense of connection with their students and peers. The themes derived from coded minutes highlight the critical role of Professional Learning in supporting beginning teachers and shaping their ability to create equitable and effective learning environments. These findings can inform future efforts to strengthen teacher preparation and retention strategies. Inquiry Procedures This inquiry occurred over the course of one calendar year, including one academic school year, and was organized into three cycles of inquiry. Each cycle from the Spiral of Inquiry will aim for beginning teachers to increase their efficacy and pedagogy practices while also increasing beginning teachers’ self-efficacy and, thus, the retention rate. Phase I I began by identifying beginning teachers (BTs) in the building. After explaining the purpose of the study and obtaining their agreement to participate, I administered a pre-survey that included the Hanover Institute Professional Learning Survey to gather insights into their previous experiences and satisfaction with school- and district-level professional learning. Additionally, I administered the Ohio State Teacher Efficacy Scale (Short and Long Form) to assess their self-perceived teaching efficacy prior to the implementation of the study. My collaborative inquiry partners and I took the following steps in order to increase the rigor of this 42 inquiry. As the interviews were conducted, I repeated answers and used probing questions to seek clarification (Mertler, 2022). After the interviews, I transcribed the interviews into a Microsoft Word document and review the transcripts with the participants for feedback and clarification. Phase II I conducted pre/post-assessment feedback, classroom walkthroughs, observations, reflection forms, instructional rounds, and face-to-face interviews with the three-member focus group to assess their Professional Learning needs. Before and after classroom observations/walkthroughs, teachers would be interviewed separately to discuss their biographical background, personal teaching philosophies, demographic information, and teacher beliefs. Classroom walkthroughs occurred 2-3 days a week, lasting approximately 15 minutes, focusing on teachers' instructional practices, classroom culture, and student engagement. I used field notes to remember and record the observation's behaviors, activities, events, and other features (Mertler, 2022). Instructional rounds were conducted approximately every nine weeks. and used to “corroborate evidence and locate major and minor themes.” Using a variety of instruments, methods, and sources to collect data, I hoped to enhance the validity of the research (see Table 2). How did you grow by implementing the strategies gained in Professional Learning in their classrooms? 1. How can these newly acquired skills contribute to their self-efficacy and retention in teaching? 2. What effects does a personalized Professional Learning program have on the retention of beginning teachers? 43 Table 2 Inquiry Matrix Inquiry Questions Instrumentation & Questions Inquiry Phase Timeline 1. What impact does a personalized Professional Learning program have on the self-efficacy of beginning teachers? Pre-survey Teacher Self-Efficacy Scale (TSES) survey Post-survey Teacher Self-Efficacy Scale (TSES) survey Interviews (BTs) Phase II Phase III Phase III September 2023 – May 2024 2. What impact does a personalized Professional Learning program have on the instructional pedagogy of beginning teachers? Instructional Data ● Walkthroughs ● Instructional Rounds ● Lesson Plans Test Scores ● Formative ● Summative Interviews (BTs) Interview (IC) Phase II Phase II Phase III Phase III Phase III September 2023 – May 2024 June – August 2024 3. What effects does a personalized Professional Learning program have on the retention of beginning teachers? Existing Data ● Retention Rate ● Intent Forms Survey ● Pre-Assessment ● Post Assessment Interviews (BTs) Phase III Phase II Phase III Phase III June – August 2024 44 We examined breakthroughs from previous learning and future desires. We reflected upon the first two meetings and changes to beginning teachers' approaches for their next year of service. By examining meeting notes, policy documents, and conversations with constituents, I investigated the changes to philosophies, teaching strategies, self-efficacy, and understanding. Phase III I transcribed the recorded audio from the teacher interviews and analyzed the data derived from the notes taken during classroom observations/walkthroughs/instructional rounds/BT monthly meetings. Data supported by observations and questionnaire responses led to an accurate conclusion of my guiding questions. The first part of the study required developing a system of routines and procedures. As the scholarly practitioner leading this inquiry and the direct supervisor of the teachers, I obtained an informed consent form from the participating beginning teachers. The team included three beginning teacher participants, Instructional Coach, and me. Next, the team focused on the outcomes of the first inquiry cycle. Everyone had to have a chance to reflect and to look inward on their areas of improvement. The next task was to determine how to increase teacher efficiency (classroom management, instructional practices, etc.) and practices to implement. Finally, we needed to collect feedback on the participants’ experiences after guiding the team through Professional Learning. Informal conversations would broaden the understanding of what takes place and use it to plan for the next cycle. In addition, Professional Learning would occur according to the teacher’s needs. BTs would take part in instructional rounds held every quarter. Data collected would be from the debrief and reflect on teaching strategies they witnessed during instructional rounds and how they can effectively implement them in their classrooms. In addition, they would debrief with an Instructional coach to gauge the effectiveness of 45 Instructional Rounds. I would review the debrief notes and convert the raw data to codes. From that, I would be able to develop emerging themes The final cycle explored themes from the data. In our final meeting, teachers would answer three questions: Data Collection Tools The research project methodology involves mixed methods (qualitative and explanatory) measures. The project design relies on collecting, coding, and analyzing data. Ultimately, we hope to gather enough evidence to support themes and guide conversations to support beginning teachers and teacher retention (Mertler, 2022). The study utilized a combination of quantitative and qualitative instruments to gather comprehensive data. These tools were either adapted from established resources or developed specifically for this research. Pre/Post-surveys were designed to measure changes in teacher perceptions and professional growth over the course of the study. They included both Likert-scale and open-ended questions. The Short & Long Efficacy Scales (Ohio State University) validated instruments, developed by Ohio State University, were used to measure teacher self-efficacy in instructional practices, classroom management, and student engagement. They are widely recognized in educational research. The Professional Learning Needs Assessment Survey (Hanover Research Institute) helped identify perceived areas of need and satisfaction with existing professional development opportunities. It was sourced from Hanover’s research-based tools and adapted to fit the context of the study. A classroom walkthrough tool was created by the researcher to observe and document instructional practices and the implementation of strategies discussed in professional development sessions. This tool focused on classroom engagement, instructional clarity, and the use of evidence-based strategies. Teacher interviews interview questions were developed by the researcher to gain deeper insight into teachers’ experiences, perceptions, and the impact of professional learning on their 46 classroom practice. These interviews supported the triangulation of data collected through surveys and observations. Each instrument was selected or designed to align with the research questions and ensure a well-rounded understanding of the study’s outcomes. Beginning Teacher Meeting Minutes The inquiry design integrates structured data collection during monthly beginning teacher (BT) meetings, facilitated by the lead mentor, to explore changes in participant perspectives and experiences. This process focused on documenting reflections, identifying patterns, and fostering a transformative journey for BTs. During each meeting, detailed minutes were recorded to document key discussions and reflections from participants, observations of any changes in participants’ perspectives and practice, and feedback on the impact of Professional Learning (PL) and classroom experiences. The lead mentor collected meeting minutes, ensuring consistency in documentation. Delimitations, Limitations, and Assumption My inquiry focused on retention of alternatively licensed and traditionally licensed teachers, but not veteran teacher retention. In addition, I will be looking at teacher self-efficacy versus student achievement for those teachers. I assume BTs want to keep current in their content area/field, view learning as a lifelong process, and see their professional growth as enhancing student learning and success. A supportive climate that encourages openness and collaboration is critical for professional growth. As principal of NCMS, I stay involved in supporting teachers' professional growth. BT, honest reflection is a limitation. Colleague and team collaboration, classroom observation, and supportive feedback can significantly enhance professional growth if honest (Halbert & Kaser, 2022). In addition, there is an assumption teacher will implement the 47 strategies provided with fidelity. My role as principal and investigator is a limitation, will I get honest responses? Lastly, my role as evaluator for NC system as well as non-evaluative support could be confusing or a limitation. Ultimately this inquiry involved: Working with other colleagues (Veteran Teachers, Support Staff, administration, and District specialists), Teacher Inquiry, Learning Rounds and Focused Observations, and Self-Reflection. Role of the Scholarly Practitioner As the scholarly practitioner of this inquiry, I also served as the principal of NCMS. I was be in my second year of tenure when this inquiry is conducted. As such, I have direct knowledge of all beginning teachers participating in the inquiry. I serve as their evaluator and may have hired them to the school. Knowing that my positionality may influence their responses in the data collection, I met with the participants to obtain informed consent and reiterate to them that their participation or lack of participation in the inquiry will not impact their teaching evaluation. All participants understood their right to participate or decline inclusion in the study. I remained unbiased throughout the inquiry. My vested interest in all of the participants and the success of this inquiry presented subjectivity concerns. I remained neutral during the survey to the best of my ability. I ensured the confidentiality of all conversations and data collection. Summary A mixed exploratory-sequential method was used to collect data from participants. Beginning teachers took a short and long efficacy survey followed by a needs assessment for Professional Learning needs they have. After reviewing this data, I facilitated Professional Learning throughout the year along with beginning teacher walkthroughs (to observe the implementation of newly acquired skills) and instructional rounds. An instructional coach 48 debriefed with each of the beginning teachers after instructional rounds. I met with the BTs to discuss their progress on their efficacy level. In Chapter 4, I detail their experiences and examine the effectiveness of Professional Learning on their efficacy and likelihood to remain in education. 49 CHAPTER 4: RESULTS This study aimed to increase beginning teacher efficacy and retention in a diverse middle school setting with appropriate professional learning. Qualitative data was collected through teacher pre- and post-professional learning needs surveys and classroom walkthroughs. The following section provides a narrative overview of each teacher’s professional learning experiences, and instructional practices, and a summary of the interviews conducted with the teachers. Interview questions that were asked were: ● What does quality Professional Learning mean to you? ● How does professional learning shape us? How did Professional Learning influence prior knowledge ● How can we use different Professional Learning experiences to shape our teaching? ● Did participating in Professional Learning have an impact on your return to NCMS? ● What is one area of growth for Professional Development ● What is an area of strength? ● What types of Professional Learning do you think a new teacher here would benefit the most back? ● Do you feel like the Professional Learning you participated in was geared individually to your needs? Data Collection Data collection for this study took place over the course of one full academic school year. Recruitment began at the start of the year by identifying and inviting Beginning Teachers (BTs) across multiple content areas to participate. Teachers were selected based on their licensure status and included those teaching both state-tested and non-tested subjects. This diverse recruitment approach allowed for a more comprehensive understanding of professional learning needs and teacher efficacy across different instructional contexts. Teachers were informed about the study through direct communication and voluntary participation was emphasized. Once interest was confirmed, participants completed consent forms and were enrolled in the study. Pre-surveys were administered early in the school year, followed by the implementation of professional learning opportunities and regular walkthroughs, interviews, and post-surveys conducted toward the end of the year. The response rate was strong, with the majority of recruited teachers completing both the pre- and post-surveys, as well as participating in at least one classroom walkthrough