Date of Award

11-19-2008

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Sherryl A. Houdek

Abstract

This qualitative study utilized qualitative research methods to explore the experiences of first year elementary teachers. In each of the last three months of their first year of teaching, the participants attended focus group interview sessions led by the researcher; they communicated information regarding their thoughts on their first year of teaching via electronic bulletin board postings and written surveys. They described the value they perceived of their principals, veteran teachers, and their teacher education programs in their preparation for the first year of their teaching career. The study found that first year teachers valued and expected, but did not receive, adequate support from their principals, veteran teachers, school staff, and parents. With a few exceptions, first year teachers felt prepared for their teaching positions. They did not feel well prepared for collaborating with parents, or for teaching students with special needs and the accompanying meetings and paperwork. Student teaching experiences were viewed as the most valuable piece of their teacher preparation. First year teachers were not provided with adequate orientation or induction, exhibited by a lack of information about school policies and procedures. Reasons for leaving the profession (lack of administrative and collegial support) and reasons for staying in teaching (student progress, pride in the profession's role, the ability to make a difference) were described. The researcher included recommendations for schools, principals, and teacher education, along with areas for further research.

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