Date of Conferral
Doctor of Education (Ed.D.)
Retaining novice teachers is a major concern for school districts across the United States. At an urban high school in a Southeastern state, over 30% of novice teachers hired over a 3-year period did not return after their first year of teaching. The purpose of the study was to examine novice teachers' perceptions of support received during their first year to determine how school-based support could increase novice teacher retention. The theoretical framework was Bandura's theory of self-efficacy and the concept of teacher efficacy espoused by Tschannen-Moran, Woolfolk-Hoy, and Hoy. The research questions focused on the perceptions of novice teachers regarding (a) support received at their school, (b) the most beneficial support structures, and (c) needed training or assistance. Purposive sampling was used to select 8 novice teacher participants who met the inclusion criteria of being in their 1st to 5th year of teaching. The qualitative case study design involved a survey and an interview. Four themes emerged: the importance of having a mentor, guidance and support, professional development, and opportunities for collaboration. Findings from the study were used to develop a 2-year Teachers Supporting Teachers professional development project to address the needs identified by the novice teachers. Implications for social change include helping schools and districts plan and implement support programs for novice teachers to increase their retention.