Militello, MatthewMoran, Elizabeth Hastings Payne2017-06-012017-06-012017-052017-04-28May 2017http://hdl.handle.net/10342/6207Teacher shortage is a chronic problem across the United States today. As a result school districts struggle each year to appropriately staff their schools and provide students with highly-qualified teachers. Of those teachers leaving, the highest category was new teachers or those educators who are in their first five years of teaching. The purpose of this study is to gain an understanding of the perspectives of school and district leaders on beginning teacher support and retention. InQuiry methodology was used to collect and analyze quantitative and qualitative data. Findings generated three distinct viewpoints. An analysis and implications for these findings are discussed in order to highlight factors that can be implemented to improve teacher retention.application/pdfenbeginning teacher retentionSchool management and organization--United StatesEmployee retention--United StatesTeacher turnover--United States--PreventionFirst year teachers--Supply and demand--United StatesSchool administrators--United States--AttitudesDoctoral Dissertation2017-05-30