The goal of this research was to increase the retention of beginning teachers in a large urban public school district in Central Florida through the refinement of the current induction program. In order to understand the needs of beginning teachers, four key stakeholders were surveyed using an online pilot survey developed by the researchers. Beginning teachers, mentors, instructional coaches, and principals each provided their perspective and perceptions on the needs of beginning teachers. Through the analysis of the qualitative results, several commonalities emerged. These themes included discrepancies regarding knowledge and completion of district induction requirements, as well as between the implementation of school-based induction programs. Based upon the themes of the research and the literature on supporting beginning teachers, a framework was developed to meet the needs of the beginning teachers in order to reduce attrition within the large urban school district. The framework entailed the refinement of the district induction program and the development of a school-based induction program. The amendment of the district induction program included accountability for all stakeholders, three years of induction support for beginning teachers, structures for tracking the completion of induction requirements by beginning teachers, and training for mentors, instructional coaches, and administrators regarding the district induction requirements. The school based induction framework contains support for a beginning teacher's first three years including specific support by mentors, instructional coaches, and administrators. The framework has been developed based upon the needs of the large urban school district in Central Florida but also has the potential to be applied to any large urban school district. The nature of the framework is that it provides the basic structure and can be customized to meet the needs of any district or school.
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Doctor of Education (Ed.D.)
College of Education and Human Performance
Teaching, Learning, and Leadership
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Husko, Neva, "Overcoming Beginning Teacher Attrition" (2016). Electronic Theses and Dissertations, 2004-2019. 5044.