Date of Conferral

5-14-2025

Date of Award

May 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Robert Flanders

Abstract

Extensive research suggests that effective and meaningful teacher preparation programs can help reduce novice teacher attrition. The problem addressed in this study was the high middle school teacher turnover in an urban school district (USD, a pseudonym) in Georgia, despite the implementation of coaching programs for novice teachers. Guided by Yerkes and Dodson’s challenge-hindrance model, the purpose of this basic qualitative study was to explore novice middle school teachers’ perceptions on the support received, the challenges encountered in their first year, and the usefulness of mentoring, professional development, and instructional coaching received at USD. Semistructured interviews were conducted with 12 novice (0-5 years of experience) middle school teachers from USD. Thematic analysis through open coding revealed that novice teachers (a) experienced chronic stress caused by insufficient time for planning and collaboration and (b) perceived ineffectiveness of support systems, particularly mentoring and coaching programs designed for novice teachers. Based on the findings, a 3-day professional development training was created to enhance mentoring practices and collaboration between novice and experienced teachers. The study’s implications for social change emphasize fostering supportive environments that prioritize building novice teachers’ practices to promote a more stable and supportive environment for all teachers.

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