<p> This mixed methods study was conducted in a large school system in Georgia. The purpose of this study was to compare and contrast a variety of methods used to support new elementary teachers to increase both self-efficacy and retention. Traditional support methods such as teacher preparation, induction, mentoring, and administrator support were included in this study. In addition, minimally researched areas of new teacher support including instructional coaching, professional learning communities, observation/feedback, and online support were examined. </p><p> The data sources utilized in this study included an online new teacher survey, a new teacher focus group, and an administrative interview with the Executive Director for Human Resources Staffing for the school system. Based on the results, developing key partnerships between schools systems and teacher preparation institutions along with year-long student teaching experiences or residency programs is recommended to promote new teacher success. Additionally, the school system's own alternative teacher certification program exhibited positive results. Beginning teachers also expressed a desire for training on paperwork, student support meetings, and programs specific to the school system. </p><p> A common thread across all data sources was that support from people is extremely helpful to new teachers. In particular, mentoring and coaching were helpful across all three data sources. Moreover, online support including social networking and educational websites were shown to be extremely useful to novice teachers. Results also indicated that the opportunity to observe other teachers was tremendously beneficial and desired by 100 percent of new teachers who had not received that opportunity.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3560457 |
| Date | 05 June 2013 |
| Creators | McCoy, Lisa |
| Publisher | Piedmont College |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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