Dissertation
Exploring early career elementary teachers perceptions about their preparedness and professional support in a Pennsylvania school district
Doctor of Education (Ed.D.), Drexel University
May 2019
DOI:
https://doi.org/10.17918/nv77-7q84
Abstract
As early career elementary teachers (ECETs) teachers have a direct impact on student achievement, it is necessary for universities and school districts to implement programs that support the first years of teaching. ECETs express frustration with the significant demands of teaching. Further, ECETs are severely disadvantaged by the lack of available support and assistance, which are necessary for them to manage their first years in the classroom. The problem explored in this study is that ECETs' perceptions of their preparedness and the induction supports offered are relatively unknown in a school district in southeastern Pennsylvania. This lack of knowledge could affect retention of ECETs. Exploring ECETs' preparation and supports could lead to higher levels of retention. Therefore, this researcher seeks to understand the experiences and perceptions of ECETs and the supports that they receive through educator preparation, mentorship, and professional development. The following central questions and two research questions drive this study: Central Questions: How do ECETs perceive their first years of teaching? How do these ECETs perceive the supports offered by District U, a school district in southeastern Pennsylvania? RQ1. What teaching supports offered to early career elementary teachers are perceived to be the most helpful toward retaining ECETs at District U? RQ2. How do early career elementary teachers describe their teaching support needs during the first years of teaching at District U? Up to 30 ECETs will complete the modified First Year teacher survey created by Vital. Then three to five ECETs will partake in semi-structured interviews with the researcher. The researcher will retrieve archival data pertaining to District U's induction programs designed to support their ECETs. Surveys, interviews, transcriptions, and pertinent documents will be analyzed. The data may highlight a great need for districts to sustain this ECET support through educator preparation, mentorship, and professional development.
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Details
- Title
- Exploring early career elementary teachers perceptions about their preparedness and professional support in a Pennsylvania school district
- Creators
- Dalia Whitehouse - DU
- Contributors
- Mary Jean Tecce DeCarlo (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xi, 144 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 9517; 991014632078504721