Title page for ETD etd-04202002-194538


Type of Document Dissertation
Author Palermo, Thelma D.
Author's Email Address tpalermo@erols.com, tdpalerm@henrico.k12.va.us
URN etd-04202002-194538
Title Practices of Elementary Principals in Influencing New Teachers to Remain in Education
Degree Doctor of Education
Department Educational Leadership and Policy Studies
Advisory Committee
Advisor Name Title
Sughrue, Jennifer A. Committee Chair
Crockett, Jean B. Committee Member
Driscoll, Lisa G. Committee Member
Kelly, Patricia Proudfoot Committee Member
Parson, Stephen R. Committee Member
Keywords
  • Principal Support
  • School Climate
  • Retention
  • New Teachers
Date of Defense 2002-04-10
Availability unrestricted
Abstract
The grounded theory presented in this study describes practices elementary principals utilize in influencing new teachers to remain in education. Eleven teachers and three elementary principals from one school division in Virginia participated in this study. Interview data were collected, elementary principals were shadowed, and documents were analyzed. Thematic categories and sub categories were formed through data analysis. The grounded theory that resulted from this study is: principals who create an atmosphere of trust, of mutual respect, and of service to children within a school foster teachers who state they feel successful, valued, safe, loyal, and professional and want to and expect to continue teaching. New teachers reported three themes that created their sense of success, value, safety, loyalty, and professionalism. Those themes are: (a) support; (b) communication; (c) first year success stories. Principals stated they employed a variety of practices to create the climate identified by the new teachers. The practices are: maintaining an open door policy, utilizing positive communication, developing leadership teams, encouraging professional development, designing and implementing support structures, providing opportunities for professional development, participating in decision making, encouraging and expecting peer collaboration and child centered instructional and behavioral programs.
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