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ERIC Number: ED551308
Record Type: Non-Journal
Publication Date: 2012
Pages: 121
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-6375-4
ISSN: N/A
Teachers' Perceptions of Their First Teaching Positions
Brobst, Molly R.
ProQuest LLC, Ed.D. Dissertation, Walden University
Colleges and universities graduate many qualified teachers each year who are eager to enter their own classrooms, yet over one third of teachers leave the profession within the first 5 years of teaching. The purpose of this qualitative case study was to examine teachers' perceptions of their first teaching positions to determine whether they felt that there is a need for more undergraduate preparation and/or more support from school district administrators. Vygotsky's zone of proximal development and Piaget's constructivist theory provided the framework for this research. Qualitative data were gathered from first-year teachers being interviewed or answering a questionnaire. Interviews and questionnaires were subsequently coded using a topical analysis. Results suggested 5 areas in which first-year teachers felt they needed more support or preparation, which included more support from school districts and administrators, preparation in meeting the needs of diverse students, lack of undergraduate preparation, lack of classroom management skills, and more support from mentors. Upon completion of the qualitative study, a detailed program was presented to local colleges, universities, and school districts in order to increase awareness on the evidence-based ways in which first-year teachers can better be supported in order to retain them. This study can lead to positive social change by helping teachers, school administrators, and university professors develop training to ensure that first-year teachers feel well prepared to offer a high-quality education to all students. [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: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A