Date of Award

2009

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

First Advisor

Doug Eury

Abstract

This dissertation was designed to examine the Teacher Induction Program of a rural school system in North Carolina. The effects of mentor assignment, ongoing staff development, master teacher observation opportunities, structured reflection and self-assessment, and other support offered at the system level to beginning teachers on the retention rate of beginning teachers in the school system were analyzed.

The researcher determined 10 themes based on the objectives of the school system's Beginning Teacher Support Program: improving beginning teachers' skills and performance; supporting teacher morale; communications; collegiality; building a sense of professionalism and positive attitude; facilitating a smooth transition into the first and second years of teaching; putting theory into practice; preventing teacher isolation; building self-reflection; and retaining quality teachers. Data was gathered from stakeholders through surveys, focus group discussions and interviews and was analyzed for frequency of the themes.

An analysis of the data revealed that the Beginning Teacher Support Program was successful in reducing the attrition rate for beginning teachers in the school system.