Abstract

For five years, a focus on beginning teacher retention has been studied in one suburban elementary school district in the west valley of Phoenix, Arizona. Previous action research and dissertation data was collected around developing support systems specifically for out-of-state beginning teachers, due to extensive out-of-state teacher recruitment. This study provided recommendations around how to support this specific group of teachers. It has become evident though that a broader focus should encompass administrative support for these teachers. The current study in progress has a specialized focus on how administrative servant leadership principles are received by beginning teachers. By identifying these insights and the voice of the beginning teacher, the support systems can be better customized. Once that information is identified, professional development and customized support can be tailored to better help administrators work and best support rookie teachers.

Published in: World Congress on Education (WCE-2018)

  • Date of Conference: 15-18 July 2018
  • DOI: 10.2053/WCE.2018.0046
  • ISBN: 978-1-908320-91-9
  • Conference Location: Dublin, Ireland