Educators’ Perceptions of the Support Needed for New Teachers

Abstract

One of the principals’ instructional leadership roles is to ensure that new teachers become successful veteran teachers. Unfortunately, for the last several decades, new teachers have been exiting the teaching profession by increasing numbers. Research indicates that nearly one third of new teachers leave by the end of their third year, and nearly half by the end of their fifth year (Ingersoll, Merrill, & May, 2014; U. S. Department of Education, N.D.). A revolving door of new teachers entering and leaving the profession creates an unstable learning environment which is detrimental to student achievement. Therefore, in an effort to explore what instructional skills, support, and guidance are needed by new teachers to be successful in their teaching career, the present researcher surveyed teachers in a school district in south Louisiana regarding their perceptions of new teacher needs. Because it is part of a school principal’s responsibilities to provide that support to new teachers, the researcher also surveyed school principals in the same school district regarding their perceptions of new teacher needs. The purpose of the present study is not only to determine what teachers and principals perceive to be the professional needs of new teachers but also to compare the perceptions of teachers and principals regarding new teacher needs. Hopefully, the knowledge gained from the study will help school principals provide their new teachers with the support and guidance they need to remain in the teaching profession.



Author Information
Kathleen Campbell, Southeastern Louisiana University, United States

Paper Information
Conference: ECE2019
Stream: Educational policy

This paper is part of the ECE2019 Conference Proceedings (View)
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