Date of Award
1-1-2024
Document Type
Dissertation
Degree Name
Ed.D. in Education
First Advisor
Douglas Davis
Second Advisor
Jill Cabrea-Davis
Third Advisor
Kenneth Pulley
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
This action-based, applied research study aims to address and evaluate the improvement of teacher retention through an effective new teacher induction and mentoring program for teachers in their first years coupled with professional learning to build their capacity. Teacher retention is an issue in every state in the United States. High teacher attrition rates cause the supply of teachers to decrease, and the changing demands of the educational needs of students contribute to the ongoing issue of teacher retention (Davis & Fowler, 2020). With the recent pandemic, teacher shortages have worsened, causing more pressure on administrators and district personnel to scramble to cover positions. Ultimately, the students are the ones that suffer. Preventing the continuous cycle of teacher turnover is critical for every student to receive a high-quality education. Providing students with an education is the overall mission of every school. Every student's right is to have access to high-quality teachers and an education. Therefore, conducting this applied research study aided in providing a research-based practice to adjust and adapt to changing the issue of teacher turnover. The collection and analysis of qualitative and quantitative data assisted in the development of an action plan and evaluation of the program to determine if the goal of retaining teachers were met. The overall goal of the action plan is to provide an effective induction and mentoring program to aid in reducing the teacher turnover rate.
Recommended Citation
Belcher, Tulawna Desha, "The Evaluation of an Induction and Mentoring Program to Improve Teacher Turnover" (2024). Electronic Theses and Dissertations. 3004.
https://egrove.olemiss.edu/etd/3004
