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ERIC Number: ED546003
Record Type: Non-Journal
Publication Date: 2012
Pages: 148
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-7591-3
ISSN: N/A
Beginning Teachers' Perceptions and Beliefs of the Beginning Teachers Support and Assessment Program
Penrod, Heather
ProQuest LLC, Ed.D. Dissertation, California Lutheran University
Current public discourse is intensifying on increasing student academic achievement, corresponding to the creation of both federal and state legislative mandates demanding more educational accountability. Therefore, it is imperative to attract and retain quality teachers to provide quality education to every student. The Beginning Teacher Support and Assessment Program (BTSA) was created to provide effective teachers for every classroom and reduce teacher attrition. Ongoing research is needed on the BTSA program to keep the program relevant and connected to the teachers it serves. The purpose of this study was to learn more about beginning teacher needs and how the BTSA program prepares them for successful careers in education. Using a qualitative design, this case study examined 8 beginning teachers' perceptions and beliefs about a BTSA program in a school district. The study investigated the following research questions: (a) What do new teachers perceive are their needs as beginning teachers?; (b) Do new teachers believe the BTSA program meets their needs?; and (c) What are new teachers' experiences and beliefs regarding the BTSA program? The findings identified participants' needs as beginning teachers, their perceptions of the effectiveness of the program, and their experiences with the program. Beginning teachers expressed the need for support in pedagogy, mentoring, managing responsibilities, and accessing school site support. The BTSA program supported beginning teachers' need for pedagogy and mentoring. Participants experienced difficulties understanding the program requirements and believed the program added to their stress. This study identified strengths and weaknesses that can inform and strengthen future BTSA programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A