Date of Conferral

2020

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Salina M. Shrofel

Abstract

Newly hired teacher attrition has increased across the nation and is one of the main contributors to the current teacher shortage. This study specifically addressed a suburban school district located in the Mid-Atlantic region that had experienced a high rate of attrition of newly hired teachers (NHTs). This issue is important because NHT attrition affects school budgets and student achievement. The purpose of this qualitative case study was to explore the professional experiences of NHTs, and how those experiences contributed to their decisions to leave or remain employed. The conceptual framework that grounded this study was Ingersoll’s concept of teacher turnover. A purposeful sample of 8 nontenured NHTs, in their 1st, 2nd, or 3rd year of teaching at elementary, middle, or high schools in 1 school district, volunteered to participate in this study. Data were collected through semistructured interviews and were transcribed, coded, and analyzed to develop 2 themes and 7 subthemes. Key findings of the study revealed that NHTs stayed in the district because of the support, collaboration, and meaningful relationships with colleagues and students, but left the profession because administrators did not support or communicate realistic expectations for teachers new to the profession or the district. Key recommendations for action are to provide NHTs with multiple opportunities to observe and be mentored by veteran or master teachers throughout their 1st year in the profession and receive adaptive versions of the support programs or initiatives offered by district leaders. These endeavors could contribute to positive social change when district administrators improve the teaching and induction experiences of NHTs to increase their retention rates.

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