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ERIC Number: ED557858
Record Type: Non-Journal
Publication Date: 2013
Pages: 170
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-9921-1
ISSN: N/A
Beginning High School Teachers' Perceptions of Involvement in Professional Learning Communities and Its Impact on Teacher Retention
Lovett, Helen Tomlinson
ProQuest LLC, Ph.D. Dissertation, North Carolina State University
The purpose of this study was to examine beginning high school teachers' perceptions of involvement in Professional Learning Communities in southeastern North Carolina and to determine whether beginning teachers' perceptions of involvement in Professional Learning Communities influenced their decisions to move to another location, stay in teaching, or leave the profession altogether. This study examined the perceptions of novice high school teachers whose school was functioning as a Professional Learning Community to determine how beginning teachers' decisions were influenced by their perceptions of involvement with Professional Learning Communities. The researcher used qualitative methods of research that included interviews, analysis of content and document analysis that was later utilized to interpret, analyze and present data. Eight beginning teachers were interviewed in a southeastern high school in North Carolina. The interviews were one on one and face to face. Interviews were semi-structured and allowed flexibility during the interview process. Recording devices were used to record the interviews and the researcher also engaged in note taking. Participants' responses were coded and analyzed and resulted in the emergence of patterns and themes. The process used in collecting data provided for anonymity of all participants. This study adds to the body of literature as it relates to beginning teachers' retention rates and how beginning teachers involvement with and perceptions of Professional Learning Communities influence retention and attrition issues. Information gleaned from the study may be helpful to educational leaders and policy makers as they seek solutions and engage in establishing policies and procedures related to teacher retention. [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: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina