What Leadership Practices Lead to the Development of Early Career Teachers? A Collective Case Study of Novice Teachers’ Perceptions and Experiences
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
1-10-2024
Abstract
As school leaders face ongoing challenges of teacher shortages and novice teachers entering the profession encounter unique trials, it is important to explore which leadership behaviors and practices novice teachers from a campus with higher teacher retention describe as valuable to their support and development. Knowing that leadership support and professional development can improve teachers' pedagogical and instructional practices (Di Domenico et al., 2019), further research needs to be conducted to gather teachers’ perceptions about the role leadership strategies have played in their continued growth and development. This study will also explore how these teachers make meaning of such support in relation to their own teaching self-efficacy and their intentions to continue teaching.
Advisor
Peter Williams
Subject Categories
Education
Recommended Citation
Bowles, Kelsey, "What Leadership Practices Lead to the Development of Early Career Teachers? A Collective Case Study of Novice Teachers’ Perceptions and Experiences" (2024). Electronic Theses & Dissertations. 1138.
https://digitalcommons.tamuc.edu/etd/1138
