A phenomenological case study of beginning teachers' pre-service and induction experiences

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.

Name thesis:degree_name

Ed. D.

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Educational leadership and policy analysis (MU)

Grantor dc:publisher

University of Missouri--Columbia

Year dc:date.issued

2016

Author dc:creator

• Chambers, Cassandra, 1983-

Advisor dc:contributor.advisor

• MacGregor, Cynthia J. (Cynthia Jane), 1962-

Statement dc:rights

• OpenAccess.

Language dc:language.iso

eng, English

DOI

https://doi.org/10.32469/10355/59824

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/59824