| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000437659 |
| 005 | | 20200303153608 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781088353554 |
| 035 | |
▼a (MiAaPQ)AAI13902660 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 158.6 |
| 100 | 1 |
▼a Decker, JoDee. |
| 245 | 10 |
▼a Teacher Attrition: A Study of Teacher Attrition and Support in a County in West Virginia. |
| 260 | |
▼a [S.l.]:
▼b University of Pittsburgh.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 114 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-04, Section: B. |
| 500 | |
▼a Advisor: Kirk, Diane. |
| 502 | 1 |
▼a Thesis (Ed.D.)--University of Pittsburgh, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a The purpose of this study was to identify teacher attrition trends, the rationale for the attrition trends and evaluate the induction program in a school district in West Virginia. The goal of the study was to identify effective strategies to strengthen teacher support in the school district based on identified weaknesses from teachers within the district.The research questions identified how the attrition problem manifested within the district, reasons teachers left schools, and how the teacher induction and support systems aligned with the identified reasons for movement. Methods of data collection included quantitative data review of personnel records, semi-structured interviews of teachers who had worked in more than one building within the district, and an evaluation of the teacher induction program in the district. The interviews were recorded and analyzed to identify themes, which were shared with the evaluation group. The evaluation group analyzed the data and identified areas of strengths and weaknesses of the current support programs. The evaluation group made recommendations for change in the teacher support programs. Key findings of the study indicate that teachers need more support at their school level in terms of a school based mentor and school level administrator support. Another finding indicated that support needs to last longer than the first year of teaching within the district. |
| 590 | |
▼a School code: 0178. |
| 650 | 4 |
▼a Educational leadership. |
| 650 | 4 |
▼a Occupational psychology. |
| 690 | |
▼a 0449 |
| 690 | |
▼a 0624 |
| 710 | 20 |
▼a University of Pittsburgh.
▼b School of Education. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-04B. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0178 |
| 791 | |
▼a Ed.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15492392
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |