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ERIC Number: ED563799
Record Type: Non-Journal
Publication Date: 2013
Pages: 186
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-80178
ISSN: N/A
The Influence of School Culture on the Retention of Teachers from Nontraditional Certification Programs
Arbabzadah, Shick Abdullah
ProQuest LLC, Ed.D. Dissertation, Walden University
Urban school districts continue to hire teachers who have received their certification through nontraditional routes. For these nontraditionally certified teachers (NCTs), there is growing evidence that improved staff development and administrative support can positively improve NCTs' retention and enhance students' learning. Because the attrition rate among NCTs is high, empirical research is needed to provide the educational community with a lens through which to examine this issue. The professional development of novice teachers provided the conceptual framework for this concurrent mixed methods study, which explored the relationships between 13 NCTs and their principals. The research questions focused on issues of teacher support, mentoring, and principal leadership. Qualitative methods were used to collect data about the NCTs' perceptions of school culture, particularly how the leadership styles of their principals influenced the NCTs' decisions to remain in the teaching profession or leave it. Qualitative data analysis included classifying and interpreting themes, which were described using thick, rich descriptions. Likert-style electronic surveys, completed by 88 NCTs, provided quantitative data. Descriptive statistics revealed that NCTs required professional development focusing on the following areas: collegial collaboration, curriculum planning, classroom management, mentoring, creating a respectful school climate, and the importance of principal leadership. Using these data, principals could plan effective professional learning opportunities for NCTs. This positive social change is of vital importance to the broader community, because a well-prepared teaching force should lead to the improved academic performance of the students served by these NCTs and principals. [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