Date of Conferral
Doctor of Education (Ed.D.)
The local problem addressed in the study was the lack of knowledge regarding the perceptions of new teachers as to whether the support they receive in the areas of curriculum, instruction, and other school-related duties was consistent and effective in helping them remain in classrooms. The purpose of this study was to investigate perceptions of new teachers regarding the effectiveness of professional and instructional support they receive from the district. The study was framed by the social cognitive theory of Lent, Brown and Hackett, which emphasized the perception of job satisfaction as well as outcome expectations and personal goals. The research questions were focused on the specific curricular and instructional supports the district offers to new teachers, whether new teachers perceived the current supports helped them develop instructional and other classroom competencies, and the type of teacher support they needed to remain in their instructional positions. A case study design with purposeful sampling was used to select 10 teachers who fit the new teacher criteria to participate in individual interviews. An analysis of documents was used for review of new teacher professional development and instructional support resources. Data were transcribed, verified using member checking, analyzed, and open-coded to identify themes. The findings indicated that teachers did not find the professional development and instructional support provided to new teachers to be consistent, relevant, or effective. The project, a white paper report, provides recommendations on support and training to enhance or improve new teacher pedagogical knowledge and skills. Social change may occur if the findings assist the district to support new teachers to increase their skills, which may lead to teacher retention and ultimately have a positive influence on student learning.