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Relevant bibliographies by topics / Early career teachers / Dissertations / Theses

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Dissertations / Theses on the topic 'Early career teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Constantine, Frances E. "Adjusting personal expectations: An analysis of early-career teacher narratives." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/108052/1/Frances_Constantine_Thesis.pdf.

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This narrative inquiry of four early-career teachers examines their changing expectations of themselves as teachers as they shape their professional identities. Drawing upon Clarke and Hollingsworth's Interconnected Model of Teacher Professional Growth (2002), the analysis highlights the essential role that feedback and supportive collegial relationships play in the shift from idealism to a more practical approach to teaching. Recommendations are made for teacher education and induction programs to prepare teachers to critically examine the validity of their explicit and implicit assumptions,

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King, Sabrina Hope. "Exploring the early career experiences of African-American teachers /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11042205.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1991.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Karen Kepler Zumwalt. Dissertation Committee: Linda Darling-Hammond. Includes bibliographical references (leaves 312-319).

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Browne, Peters Lisa. "Early career transition among education graduates." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ64770.pdf.

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Scott, Donald G. "Retention of early career teachers engaged in Missouri's career education mentoring program." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5541.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 29, 2009) Includes bibliographical references.

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Webster, Simon James. "Early career ESOL teachers' practical knowledge of teaching speaking." Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/9136/.

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This thesis presents the findings of qualitative multiple-case study research investigating ESOL teachers’ practical knowledge of teaching speaking. Although there has been increased recognition of the value of practical knowledge research in recent years, such research remains extremely limited and the practical knowledge and teachers in an ESOL context and in the curricular domain of teaching speaking skills were previously unexplored areas. The four research participants were all early career ESOL teachers in the United Kingdom. Classroom observation data and interview data were generated a

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Churchward, Peter. "Early career teachers' experiences in the pursuit of quality." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205452/1/Peter_Churchward_Thesis.pdf.

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Early career teachers were asked to identify what impact policies for improving teacher quality had on their practice. Quality is hard to define, but can be understood by how it was talked about. In this qualitative study, 13 early career teachers from teacher education excellence programs in Queensland and Western Australia were interviewed. Discourse analysis, based on Archer’s theory of reflexivity and Bernstein’s concept of recontextualisation, highlighted that quality was recognised both individually and collectively, as being guided by relational knowledge of their students. A contributi

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French, Stephanie Jane. "Supporting early career teachers: mentoring in NSW government schools." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/18099.

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In Australia, the majority of teachers enter the profession with positive motivations to teach and a strong desire to be effective. Despite these positive intentions and expectations, Early Career Teacher (ECT) attrition rates continue to rise. Given the high rate of attrition and the related consequences, including the negative impact on student achievement, there is a significant need to examine how ECTs may be supported to remain in schools and succeed in the profession. This project was developed in response to the high attrition rates and focused on the experiences of ECTs working in one

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Ballantyne, Julie. "Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16074/1/Julie_Ballantyne_Thesis.pdf.

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The quality of teaching occurring in schools is directly linked to the quality of preservice preparation that teachers receive (Darling-Hammond, 2000). This is particularly important in the area of music teacher education, given the unique challenges that classroom music teachers commonly face (Ballantyne, 2001). This thesis explores early-career music teachers' perceptions of the effectiveness of their preservice teacher education programs in Queensland. It also explores influences impacting upon early-career music teachers' perceptions of effectiveness and early-career music teachers' perc

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Ballantyne, Julie. "Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16074/.

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The quality of teaching occurring in schools is directly linked to the quality of preservice preparation that teachers receive (Darling-Hammond, 2000). This is particularly important in the area of music teacher education, given the unique challenges that classroom music teachers commonly face (Ballantyne, 2001). This thesis explores early-career music teachers' perceptions of the effectiveness of their preservice teacher education programs in Queensland. It also explores influences impacting upon early-career music teachers' perceptions of effectiveness and early-career music teachers' perc

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Voris, Brenda C. "TEACHER EFFICACY, JOB SATISFACTION, AND ALTERNATIVE CERTIFICATION IN EARLY CAREER SPECIAL EDUCATION TEACHERS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/159.

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The number of special education students continues to rise, creating the need for additional special education teachers. Alternative certification programs have dealt with the special education teacher shortage, but not the question of teacher quality. Most teachers entering classrooms from alternative certification programs have little or no formal education in methodology or behavior management, but have commensurate responsibilities as their more experienced colleagues. The intent of this quantitative study was to examine 222 special education teachers’ sense of self-efficacy and job satisf

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Thompson, Simon J. "Where do history teachers come from? Professional knowing among early career history teachers." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6289/.

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The Training and Development Agency for Schools continue to set an official agenda for what constitutes professional knowledge for teachers in England. The Professional Standards for Teachers (TDA, 2007) set out expectations regarding attributes, knowledge and understanding and skills for teachers at different stages in their careers. Such prescriptions have been the subject of critique by the academic community (Furlong, 2001, Phillips, 2002, Ellis, 2007) for their implicit reductionist assumptions about professional knowledge. History teacher educators (John, 1991, Husbands et al, 2003) have

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Fall, Anna-Maria. "Early Career Special Education Teachers in High-and Low-Poverty Districts: A Comparison of their Qualifications, Work Conditions, and Career Commitments." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/30262.

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I used teacher data from the Study of Personnel Needs in Special Education (SPeNSE) to compare the characteristics, qualifications (e.g., credentials, preservice preparation, self-efficacy, and induction) and work conditions (e.g., school support, work manageability and induction support) of early career special education teachers in high- and low-poverty districts and the effects of these variables on teacher commitment. Organized as a set of thee articles, this research presents findings from a nationally representative sample of 935 early career special education teachers. Data analyses

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Houghton, Vicky E. "Emotional intelligence and significant-other attachment transference : factors affecting early career teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/1848.

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This thesis develops an understanding of how the significant-other-attachment-history of ‘secure’, ‘preoccupied’, ‘dismissing-avoidant’ or ‘fearful-avoidant’ new teachers has an effect upon action-choices in the classroom. The motivation for the study is the daily challenge faced by new teachers, as evidenced by disturbing early-career retention statistics. The focus of the thesis is on the redefining of emotional intelligence (EQ) as a comprehensive ‘filtering’ and enabling application of attachment processing. A ‘mixed-method’ analysis of quantitative and qualitative data was conducted, usin

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Perez, Yvette. "Early Career Special Education Teachers’ Perceptions of School Site Induction Support." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/614.

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Research highlights teacher attrition as one of the biggest challenges facing public schools and their attempts to provide a quality teacher for every student (Ingersoll & Smith, 2003). The teacher shortage is particularly daunting in special education where teachers are over twice as likely to leave the field. The first few years of teaching are the most critical in determining whether or not a beginning teacher will stay in the teaching profession (Whitaker, 2000). A mixed-methods sequential explanatory design was utilized to examine research questions focused on the components of induction

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Hale, Kimberly Danielle. "Identity Formation and the Development of Self in Early Career Teachers." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27273.

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Many aspects of teaching involve the personal dimension of teaching and yet this dimension is often neglected and overlooked as we prepare teachers and sustain teachers in their work. The personal beliefs, attitudes and emotions of teachers often determine the decisions that teachers make in their classrooms. Increasingly, educational researchers have found that effective teachers are aware of this dimension. The aim of this study was to better understand how teachers' self perceptions and understandings of teaching evolve and change across their professional lives and what events contribut

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Herbert, Liam P. "The Influence of Multi-Field Classroom Observations on Early Career Teachers." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/398876.

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Professional learning can provide many benefits for teachers, particularly those who are early in their career. The provision of professional learning opportunities, such as induction into the profession, mentoring, and collaboration with experienced teachers, can help nurture the professional needs of early career teachers. If these types of professional needs are neglected, early career teachers’ self-efficacy may decrease and their motivation to remain in the teaching profession can be challenged. One type of professional learning that has shown promise for early career teachers is particip

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Blackburn, John Joseph. "AN ASSESSMENT OF TEACHER SELF-EFFICACY AND JOB SATISFACTION OF EARLY CAREER KENTUCKY AGRICULTURE TEACHERS." UKnowledge, 2007. http://uknowledge.uky.edu/gradschool_theses/473.

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The United States is currently facing a shortage of qualified teachers; specifically, agricultural education has recorded shortages for several years. Many agriculture teachers will leave the profession well before retirement. Those teachers who leave the profession are often dissatisfied with their chosen career and exhibit low levels of teacher self-efficacy and job satisfaction. The purpose of this census study was to describe the current level of teacher self-efficacy and job satisfaction among all early career Kentucky agriculture teachers (N = 80). The study also sought to determine if a

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Ozel, Ozge. "An Exploration of Turkish Kindergarten Early Career Stage Teachers’ Technology Beliefs and Practices." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7883.

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The purpose of this study was to explore Turkish kindergarten early career stage teachers’ self-efficacy beliefs towards technology and their technology integration practices in their classrooms by answering: What are self-efficacy beliefs of Turkish kindergarten early career stage teachers towards technology? How do Turkish kindergarten early career teachers integrate technology into their classrooms’ instructions? The study was designed as a qualitative multiple case study and guided by Bandura’s (1986) social cognitive theory and Mishra and Koehler’s (2006) TPACK conceptual framework. I con

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Hall, Kathleen Mary. "Early career teacher attrition: A case study of independent Catholic girls' schools in Queensland." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63286/1/Kathleen_Hall_Thesis.pdf.

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This research study sought to understand why so many early career teachers in an Australian Religious Institute education sector were leaving teaching. Previous studies on early career teacher attrition across all sectors were based on supply and demand theory, as well as contemporary career theory, and identified various factors such as remuneration, student behaviour and school resourcing as influencing factors. These Australian Religious Institute education sector schools take pride in their good standing. The schools in this sector have worked at addressing many of the factors associated w

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Brenner, Aimee Michelle. "Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/39472.

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In an attempt to promote the transfer of technology integration knowledge and skills in preservice teachers, studies have attempted to identify effective instructional technology integration practices on the part of the teacher education program, as well as exemplary programs themselves (Hofer, 2005; Mergendoller et al., 1994; Strudler & Wetzler, 1999). A significant number of studies focus on examining various components of technology integration plans within teacher education programs, but few have extended this examination to determine if transfer is evidenced in the practices of graduates

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Gordon, A. L. "Exploring the resilience of early career teachers : engaging positively with the realities." Thesis, Nottingham Trent University, 2015. http://irep.ntu.ac.uk/id/eprint/28137/.

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This thesis reflects on the perceptions of resilience of more than fifty early career secondary teachers and is intended as the initial stage of a longitudinal research inquiry. It focuses on how the resilience of new entrants to the teaching profession is challenged and eroded, but also sustained and nurtured, in the initial year of teacher training and as a newly qualified teacher. Drawing on bricolage, the inquiry is qualitative in approach, using a range of methods, including a resilience test, questionnaires, interviews and a range of creative writing approaches, to explore deeper insight

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Dempsey, Helen. "Early career casual teachers: Negotiating professional identity in multiple communities of practice." Thesis, Dempsey, Helen (2017) Early career casual teachers: Negotiating professional identity in multiple communities of practice. PhD thesis, Murdoch University, 2017. https://researchrepository.murdoch.edu.au/id/eprint/39397/.

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The aim of this research was to explore the experiences of Early Career Casual Teachers (ECCTs) and how their professional identities are negotiated and constructed in multiple communities of practice. Early career teachers are increasingly beginning their teaching careers in casual employment (Bita, 2015; Bryan, 2015; K. Jenkins, 2013) and despite the increasing number of ECCTs, there is limited research regarding their experiences. The fragmented nature of casual teaching may also constrain negotiation and construction of a professional identity (Pietsch & Williamson, 2007). This qualita

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Assaad, Elizabeth A. "Early Second-career Faculty: a Phenomenological Study of Their Transition Into a New Profession." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804875/.

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In this phenomenological study I investigated the experiences of early second-career, tenure-track faculty members who entered academe after working in a position outside of higher education for at least five years. The purpose of this study was to learn about experiences and factors that contributed or impeded to the success of second-career faculty members. Eight early second-career faculty members, from a four-year university located in the Dallas Metroplex area, were interviewed. Participants demographics were ages 34 to 68 with the average age being 45; 50% male and 50% female; and one Af

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Madden, Brooke. "(Un)Becoming teacher of school-based Aboriginal education : early career teachers, teacher identity, and Aboriginal education across institutions." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/59260.

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This research explores the experiences and perceptions of nine Aboriginal and ally early career teachers (1-5 years experience) who have completed university coursework and/or extended professional development on the topic of Aboriginal education. The inquiry places focus on how targeted teacher education, and transitions into educational work settings, shape teacher identity and practice. Over an eight-month period, teachers participated in a series of three or four individual, semi-structured interviews on topics related to professional identity and engagement in Aboriginal education across

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Leugers, Lucinda Lett. "The Effects of Mentoring and Induction Programs and Personal Resiliency on the Retention of Early Career Teachers." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch154091272482252.

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Roosken, Barbara. "Stories of resilience : exploring resilience amongst part-time trainee teachers in the Netherlands." Thesis, University of Roehampton, 2017. https://pure.roehampton.ac.uk/portal/en/studentthesis/stories-of-resilience(ca107d4c-81bd-4a37-ae48-788dd2e1a594).html.

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This research investigates what teaching experiences, strategies and factors impact on early career teachers’ (ECTs’) resilience in secondary colleges in the south of the Netherlands. The ECTs are undergraduate trainee teachers who are enrolled as part-time English as a Foreign language students. Semi-structured interviews were conducted with twelve individual ECTs from three different cohorts, twice in the timespan of two years, in order to get access to the reality of everyday school life viewed through the ECTs’ lens. The three different cohorts consisted of four beginning ECTs, four regula

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Kurniawan, D. (Dody). "Early career teacher resilience:a narrative inquiry into first year teaching experiences of high school teachers in Indonesia." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905252144.

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Abstract. Based on the teachers’ stories, this study focuses on lived experiences of early career teachers who teach at the high school level in Indonesia. It aims to understand what the teachers tell about their first-year teaching experiences, and to identify how resilience appears in their stories. Teacher resilience is related to the capacity to live through and surmount the inevitable challenges in the realities of teaching. It is understood that the development of teacher resilience is not only about the internal process, but also the teachers’ interaction with their social environment.

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Spears, Lachlan T. "Early career teachers’ experiences with assessment for learning in Western Australian secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2608.

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International research suggests that when teachers enact Assessment for Learning (AfL) they can greatly improve student outcomes. In Australia, the Australian Institute for Teaching and School Leadership’s Professional Standards for Teachers mandates that teachers regularly engage with assessment, reporting and ongoing professional learning (PL). However, little is known about the perspectives and practices of early career teachers (ECTs) who are challenged to enact AfL and develop assessment literacy (AL) in complex policy and school contexts within Western Australia (WA). In this study, ECTs

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Surrette, Timothy N. "Beyond Traditional School-Based Teacher Induction." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479820825785625.

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Chandler, Michael (Michael Douglas). "It's the Kids!: Examining Early-Career Elementary General Music Teacher Longevity in Title I Settings." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248427/.

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The purpose of this study was to investigate factors contributing to the longevity of four early-career (5 to 10 years of experience) K–5 elementary general music teachers in Title I schools situated in four regions of the United States. The central research question was: How did early-career elementary general music teachers in Title I schools describe the opportunities and challenges that contributed to their decisions to continue teaching? Using Deci and Ryan's theory of self-determination as a theoretical framework, I analyzed how the four teachers reflected on the degree to which they eac

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Willis, Cassandra B. "EXAMINING THE RELATIONSHIP OF ADMINISTRATIVE SUPPORT ON EARLY CAREER SPECIAL EDUCATION TEACHERS’ RETENTION DECISIONS." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5751.

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The purpose of this study was to examine the relationship between administrative support and retention of early career special education teachers. Research has shown that there is a shortage of special education teachers; however, teachers leaving the field may be driving the shortages. Based on the work of Schein’s (2003) theory of organizational culture, this study identified how different types of support (i.e., emotional, instructional, technical, and environmental) can influence early career special education teachers’ decision to remain in their current position. Participants, including

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Griffiths, Steven Robert. "EXPLORING AUSTRALIAN EARLY CAREER TEACHERS' IMPLEMENTATION OF FLIPPED LEARNING IN JUNIOR HIGH SCHOOL SCIENCE." Thesis, Griffith University, 2019. http://hdl.handle.net/10072/388656.

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There is widespread support in the educational reform literature for learner-centred teaching practices and these practices are typically emphasised during teacher training. However, when faced with the myriad challenges of beginning to teach, the early career teacher will often avoid ambitious, learner-centred pedagogies and revert to less challenging, teacher-centred practices. The aim of this study was to investigate how early career science teachers implemented flipped learning when supported with flipped learning curricular resources. Through a critical review of the learner-centred pedag

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Ryu, Jihee. "A critical analysis of early career teachers' intentions to engage with inclusive practice and their relationship to future career intentions." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/19000.

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There is consensus that regular classroom teachers should accommodate every child in their classroom including students with disabilities, learning difficulties, and with challenging behaviour (i.e., students with special educational needs or SENs). When catering for every child in their classroom, teachers report they face issues such as insufficient support, student diversity, students’ challenging behaviour, and difficulties with classroom management, Teachers’ attitudes towards inclusion and their self-efficacy towards inclusion are considered to be significant in catering for the needs of

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Weishuk, Heidi. "Professional engagement, critical thinking, and self-efficacy beliefs among early career K-12 school teachers." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261102.

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<p> An online study was conducted to ascertain the potential of two independent variables, teaching self-efficacy and critical thinking skill (via a self-efficacy survey and a critical thinking appraisal) to predict four aspects of professional engagement (via a teaching career aspirations survey) among 95 self-selected early-career K-12 teachers. A regression model was attempted across the four aspects of professional engagement surveyed: planned persistence (PP), professional development (PD), professional leadership (PL), and planned effort (PE). However the data violated regression assumpt

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Vuilleumier, Caroline Elizabeth. "Should I Stay or Should I Go?: Exploring the Predictors of Beginning Teacher Turnover in Secondary Public Schools." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108369.

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Thesis advisor: Laura O'Dwyer<br>In recent decades, the plight of early career teacher turnover has had significant financial ramifications for our nation’s schools and has posed a serious threat to achieving educational equity, with the most disadvantaged schools experiencing the highest rates of turnover. Using data collected from the Beginning Teacher Longitudinal Survey, this study employed discrete-time competing risks survival analysis to explore the first-year experiences of public middle and high school teachers as predictors of their career decisions to stay in their current school, m

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Burgess, Catherine Maree. "Shifting sands: the narrative construction of early career aboriginal teachers' professional identities at the cultural interface." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/12068.

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This study explores issues facing early career Aboriginal teachers as they construct and enact their personal, professional and situated identities when learning to teach. Narrative constructions of identity simultaneously illuminate and challenge dominant discourses about Aboriginal teachers as they take up, resist and/or reject these discourses. The role of Aboriginality is mediated by factors such as lived experience, positioning of and by the teachers and school contexts. These issues are explored through the theoretical perspectives of Foucault, Bourdieu and Nakata. Like shifting sands, i

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Grounds, I. "To explore outstanding teaching potential in early career teachers on their personal and professional journey to becoming newly qualified teachers." Thesis, Nottingham Trent University, 2016. http://irep.ntu.ac.uk/id/eprint/28317/.

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This longitudinal study takes an interpretive approach to investigating the personal and professional journey of six outstanding early career teachers. Aspects which will be investigated include the ITT pre-selection procedure, an examination of the university based training programme, the contextual features of the trainees' school experience and the participants’ own beliefs that impact on their professional identity development through the training year and into their induction as newly qualified teachers (NQTs). The qualitative methodology used shares characteristics with a case study appr

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Sumsion, Jenny. "Early childhood student teachers' reflection on their professional development and practice a longitudinal study /." Connect to full text, 1997. http://hdl.handle.net/2123/379.

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Thesis (Ph. D.)--University of Sydney, 1997.<br>Title from title screen (viewed Apr. 15, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education. Includes bibliography. Also available in print form.

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Turner, Fay Alison. "Using the Knowledge Quartet to develop early career primary teachers' mathematical content knowledge : a longitudinal study." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608639.

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White, Catherine Mary. "An exploration of the factors that influence the career exit and early retirement of women teachers." Thesis, University of Bristol, 2006. http://hdl.handle.net/1983/dd8cceb6-3322-4cce-b5c0-60c974922058.

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Pace, John D. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091530.

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This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to col

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Crews, Tracey Daws. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091510.

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This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to col

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Fisher, Thomas Cornell. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091990.

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This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to col

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Diggs, Try K. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091719.

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This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to col

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Lewis, Michael Anthony. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091653.

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This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to col

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Gardiner, Veronica. "How primary early career teachers perceive and shape literacies teaching and learning: A comparative case study." Thesis, Gardiner, Veronica ORCID: 0000-0002-8638-5487 (2018) How primary early career teachers perceive and shape literacies teaching and learning: A comparative case study. PhD thesis, Murdoch University, 2018. https://researchrepository.murdoch.edu.au/id/eprint/45444/.

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What do we really know about the literacies teaching and learning experiences of early career teachers (ECTs)? In Western Australia, as in other Australian states, ECTs are impacted by neoliberal policy reforms pursuing standardised and didactic literacy teaching and learning. Many scholars argue that such reforms impoverish literacies learning for both teachers and students. To explore how ECTs perceive and shape literacies teaching and learning in these policy conditions, the present author facilitated a series of café based discussions. During interactions, ECTs reflected on their professio

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Richardson, Tamilah W. "How Early Career Minority Teachers' Decisions to Remain Committed to the Profession Are Impacted by Individual Perceptions of Teacher Leadership Experiences." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13806850.

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<p> Research shows minority teachers positively impact minority student achievement, yet these teachers (especially Blacks and Latina/os) account for the highest percentage of pre-retirement teacher attrition rates. The primary reasons for their premature departures are a lack of autonomy relating to classroom instruction; exclusion from the school-wide decision-making process; and school culture and climate issues. These concerns could be alleviated through the agency of teacher leadership, especially when considering the finding that leadership is second only to classroom instruction when it

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Stacey, Meghan. "Early career teachers' negotiation of a marketised hierarchy of schools: From the safety net to the high wire." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/17833.

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The secondary schooling market in New South Wales (NSW), Australia, is complex and diverse, with the encouragement and growth of ‘choice’ having a range of impacts for students, parents, and schools. This dissertation examines the experience of teachers, who enter into an increasingly differentiated system and must make choices about where and how they might work within it. Taking a qualitative multi-case approach, the thesis explores interviews with nine early career teachers as well as relevant figures surrounding them: a colleague; and a friend, partner, or family member. The coverage that

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Hunter, Janet. "Knowing and teaching: the impact of teachers’ knowledge on students’ early literacy achievement." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1688.

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Children in rural and remote schools typically underperform in measures of literacy achievement (e.g., NAPLAN) from as early as year three. Data collected over time indicate that as children get older, the gap increases between those students who meet the national benchmarks and those who do not. Additionally, Indigenous children are overrepresented in this group of students who are underperforming in measures of literacy achievement. This study seeks to explore the conditions surrounding this phenomenon and to tease out the complexities present in rural and remote contexts that might contribu

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Ellis, S. "The development of beginning and early career teachers' thinking and practice in relation to managing pupil behaviour." Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/14182/.

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This thesis explores the development of the thinking and practice of beginning and early career teachers in relation to pupil behaviour through the examination of questionnaire data from two surveys conducted with a PGCE cohort and case study data gathered through a sequence of interviews with seven teachers from this group during their first three years as qualified teachers. It draws on literature to critically examine the established discourse of pupil behaviour as a problem in schools, the management of behaviour as a concern for beginning teachers and the preparation provided by Initial T

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