The environmental factors that influence the beliefs and behaviors of alternatively certified new teachers to affect attrition : a single case study in central Texas.
| dc.contributor.advisor | LeCompte, Karon N. | |
| dc.creator | Hardwick, Amanda L., 1987- | |
| dc.date.accessioned | 2024-07-30T12:46:07Z | |
| dc.date.available | 2024-07-30T12:46:07Z | |
| dc.date.created | 2023-12 | |
| dc.date.issued | 2023-12 | |
| dc.date.submitted | December 2023 | |
| dc.date.updated | 2024-07-30T12:46:07Z | |
| dc.description.abstract | There is a teacher shortage, and many teachers entering the profession are not from a traditional preparation program. The fastest-growing new teacher population is alternatively certified, and they are also the fastest group of teachers exiting the profession. Factors such as the work environment, personal choices, and new teacher behaviors impact alternatively certified new teacher retention efforts and student success. When districts consider the unique needs of alternatively certified new teachers, campus and district leaders significantly influence this diverse group of educators. Until leaders realize that retention efforts require an approach that considers factors that impact retention, attrition rates of alternatively certified new teachers will continue to rise. This single case study examined the environment alternatively certified new teachers perceived that influenced their beliefs and behaviors. In addition, the case study explored how the environment, personal beliefs, and teacher behaviors impacted the teachers’ feelings of success and intention to return for a second year of teaching. Utilizing a qualitative approach, I used semi-structured questions to interview teacher participants. I utilized Bandura’s (1978) reciprocal determinism framework to explore the factors that affect the alternatively certified new teacher experience. Reciprocal determinism examines how an individual's personal beliefs and behavioral decisions interact with their environment to influence their actions. Ultimately, this study aimed to analyze the teachers’ responses through the reciprocal determinism framework to inform how leaders approach alternatively certified new teachers to lower attrition rates. The implications of this study include impacting district and campus leaders’ approach to alternatively certified new teacher support and leadership. The results of this study revealed that campus administrators positively influence new teachers by building a positive campus environment and culture, but alternatively certified new teachers desire a more personalized experience with their administrator. Reflecting and revisiting administrators’ approach to new teachers based on their preparation program is required for teacher retention. A focused approach to the specific needs of the alternatively certified new teacher and individualized relationships can ground the work through professional learning to adjust current practices. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12919 | |
| dc.language.iso | English | |
| dc.rights.accessrights | Worldwide access | |
| dc.title | The environmental factors that influence the beliefs and behaviors of alternatively certified new teachers to affect attrition : a single case study in central Texas. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
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