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A Phenomenological Study to Understand Beginning Teacher Perceptions of Principal Support Within the First Year of Teaching
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A Phenomenological Study to Understand Beginning Teacher Perceptions of Principal Support Within the First Year of Teaching
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Dissertation
A Phenomenological Study to Understand Beginning Teacher Perceptions of Principal Support Within the First Year of Teaching
2023
Overview
School districts across the United States have been faced with the challenge of teacher shortages (Carver-Thomas & Darling-Hammond, 2017), which have been attributed to various factors such as inadequate teacher salaries, poor working conditions, retirements, and those who leave the profession early in their careers (Becker & Grob, 2021). These teaching vacancies, commonly filled with beginning teachers fresh out of their teacher preparatory classes, have limited experiences (Clark, 2012) creating a perpetual revolving door and instability in schools (R. M. Ingersoll, 2002). This phenomenological study focused on the perceptions of seven, nontenured elementary beginning teachers and the principal support offered to them within their first year of teaching. Using semistructured interviews, the participants shared their lived experiences of the most valuable support offered by their principal and those supports that were considered lacking. Based on their responses, three themes emerged: positive interpersonal relationships, development of instructional expertise, and social-emotional support. The results of this study imply that principals can cultivate positive cultures of support to encourage beginning teachers to remain in the profession.
Publisher
ProQuest Dissertations & Theses
ISBN
9798380114646
