{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/59824"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/59824","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"A phenomenological case study of beginning teachers' pre-service and induction experiences","abstract":"This phenomenological case study examined the pre-service and induction experiences of 30 beginning elementary teachers in a school district with a high beginning teacher turnover rate. Fifteen teachers who stayed in the school district and fifteen teachers who left the district were interviewed to share experiences regarding their pre-service program, the district's induction and mentoring program, and to reveal their motivation to stay or leave the district. The Teacher Development Theory provided a theoretical framework for describing teacher development from a pre-service program to an induction program, ultimately resulting in teacher retention and student growth. Through careful analysis of the data, it was concluded there was no correlation between a positive or negative pre-service or induction experience and retention within the district. This study challenges the framework and discusses implications for further research.","abstract_html":"This phenomenological case study examined the pre-service and induction experiences of 30 beginning elementary teachers in a school district with a high beginning teacher turnover rate. Fifteen teachers who stayed in the school district and fifteen teachers who left the district were interviewed to share experiences regarding their pre-service program, the district's induction and mentoring program, and to reveal their motivation to stay or leave the district. The Teacher Development Theory provided a theoretical framework for describing teacher development from a pre-service program to an induction program, ultimately resulting in teacher retention and student growth. Through careful analysis of the data, it was concluded there was no correlation between a positive or negative pre-service or induction experience and retention within the district. This study challenges the framework and discusses implications for further research.","abstract_has_math":false,"creators":["Chambers, Cassandra, 1983-"],"institution":"University of Missouri--Columbia","degree_name":"Ed. D.","degree_level":"Doctoral","degree_discipline":"Educational leadership and policy analysis (MU)","degree_department":null,"school":null,"contributors":[],"advisors":["MacGregor, Cynthia J. 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