Date of Conferral
Doctor of Education (Ed.D.)
New teachers in a southeast Texas school district are having difficulty using their time effectively for instruction while balancing a multitude of tasks. New work responsibilities for teachers are contributing to teacher burnout and early attrition. The purpose of this study was to examine new teachers and administrators perceptions of novice teacher practices and their daily use of time. Apple s theory of intensification was used as the conceptual framework for this study. A case study design was employed to answer research questions regarding how procedures and policies affect teachers time, teacher perceptions about prior experiences with managing multiple responsibilities, and how administrators can best support new teachers at work. Data were collected from 5 novice teachers and 2 administrators using open-ended researcher-designed questionnaires, semi-structured interviews, and time diaries. The data were analyzed using thematic analysis and coding to develop 3 major themes defining the needs and challenges for beginning teachers: time management, mentorship, and administrative support. A 3-day professional development project was created for new teachers and administrators to both educate beginning teachers about prioritizing tasks and effective time management and to reinforce the need for administrators to participate in induction practices. Providing induction training would enhance new teacher orientation week without adding to the regular school year workload of novice teachers. It is hoped that by training novice teachers and administrators to use teacher time effectively, positive social change could be accomplished by reducing teacher burnout and increasing new teacher retention, resulting in improved teaching and learning in the target school district.
Ahles, Laura Marie, "Beginning Teachers' Experiences and Use of Time" (2015). Walden Dissertations and Doctoral Studies. 1280.