The study specifically investigated new elementary teachers' perceptions of the support they need during the first five years of their teaching experiences to influence their decision to remain both at their current teaching assignment and in the profession. The literature detailed specific elements of leadership within the realm of support that lends to teacher retention. A qualitative methodology was employed for to collect in-depth interview data from three Texas elementary entry teachers. The original intent was for five participants, however due to the COVID-19 pandemic, only three participants took part in this study. The researcher identified themes that emerged from the data collected from interviews. Those themes were centered on the perceptions of elementary teachers concerning (1) the sufficiency of resources, (2) school culture and climate, (3) campus leadership, and (4) parental involvement and support. Participants cited that climate established by campus leadership and interpersonal relationships was central to their decisions to stay in the field. The literature, noted that campus leaders are responsible for retaining new teachers while shaping and maintaining cohesion within their organization's culture and climate.
","abstract_html":"<p>The study specifically investigated new elementary teachers' perceptions of the support they need during the first five years of their teaching experiences to influence their decision to remain both at their current teaching assignment and in the profession. The literature detailed specific elements of leadership within the realm of support that lends to teacher retention. A qualitative methodology was employed for to collect in-depth interview data from three Texas elementary entry teachers. The original intent was for five participants, however due to the COVID-19 pandemic, only three participants took part in this study. The researcher identified themes that emerged from the data collected from interviews. Those themes were centered on the perceptions of elementary teachers concerning (1) the sufficiency of resources, (2) school culture and climate, (3) campus leadership, and (4) parental involvement and support. Participants cited that climate established by campus leadership and interpersonal relationships was central to their decisions to stay in the field. The literature, noted that campus leaders are responsible for retaining new teachers while shaping and maintaining cohesion within their organization's culture and climate.<strong></strong></p>","abstract_has_math":false,"creators":["Guy, Patrick"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Secondary Education and Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Pauline Sampson","Dr. Ali Hachem","Dr. Kimberly Welsh"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-08-07T07:00:00Z","date_published":"2021-08-07T07:00:00Z","updated_at":"2026-07-24T04:30:37Z","subjects":["Elementary Teacher Retention","Retention in Urban Schools","Texas Teacher Retention","Education","Educational Administration and Supervision","Educational Leadership","Urban Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/396","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Pauline Sampson","Dr. Ali Hachem","Dr. Kimberly Welsh"]},{"key":"dc:creator","label":"Author","values":["Guy, Patrick"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-08-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary Education and Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Elementary Teacher Retention","Retention in Urban Schools","Texas Teacher Retention","Education","Educational Administration and Supervision","Educational Leadership","Urban Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/396"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The study specifically investigated new elementary teachers' perceptions of the support they need during the first five years of their teaching experiences to influence their decision to remain both at their current teaching assignment and in the profession. The literature detailed specific elements of leadership within the realm of support that lends to teacher retention. A qualitative methodology was employed for to collect in-depth interview data from three Texas elementary entry teachers. The original intent was for five participants, however due to the COVID-19 pandemic, only three participants took part in this study. The researcher identified themes that emerged from the data collected from interviews. Those themes were centered on the perceptions of elementary teachers concerning (1) the sufficiency of resources, (2) school culture and climate, (3) campus leadership, and (4) parental involvement and support. Participants cited that climate established by campus leadership and interpersonal relationships was central to their decisions to stay in the field. The literature, noted that campus leaders are responsible for retaining new teachers while shaping and maintaining cohesion within their organization's culture and climate.
"]},{"key":"dc:title","label":"Title","values":["NEW TEXAS ELEMENTARY TEACHERS' PERSPECTIVE OF NEEDED SUPPORTS FOR CAREER RETENTION: A QUALITATIVE STUDY"]}]}],"canonical_facts":{"dc:contributor":["Dr. Pauline Sampson","Dr. Ali Hachem","Dr. Kimberly Welsh"],"dc:creator":["Guy, Patrick"],"dc:date.available":["2021-08-13T07:00:00Z"],"dc:description.abstract":["The study specifically investigated new elementary teachers' perceptions of the support they need during the first five years of their teaching experiences to influence their decision to remain both at their current teaching assignment and in the profession. The literature detailed specific elements of leadership within the realm of support that lends to teacher retention. A qualitative methodology was employed for to collect in-depth interview data from three Texas elementary entry teachers. The original intent was for five participants, however due to the COVID-19 pandemic, only three participants took part in this study. The researcher identified themes that emerged from the data collected from interviews. Those themes were centered on the perceptions of elementary teachers concerning (1) the sufficiency of resources, (2) school culture and climate, (3) campus leadership, and (4) parental involvement and support. Participants cited that climate established by campus leadership and interpersonal relationships was central to their decisions to stay in the field. The literature, noted that campus leaders are responsible for retaining new teachers while shaping and maintaining cohesion within their organization's culture and climate.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/396"],"dc:subject":["Elementary Teacher Retention","Retention in Urban Schools","Texas Teacher Retention","Education","Educational Administration and Supervision","Educational Leadership","Urban Education"],"dc:title":["NEW TEXAS ELEMENTARY TEACHERS' PERSPECTIVE OF NEEDED SUPPORTS FOR CAREER RETENTION: A QUALITATIVE STUDY"],"thesis:degree_discipline":["Secondary Education and Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T04:30:37Z"}