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001 ocn988775911;

003 OCoLC;

005 20170914030105.0;

006 m o d ;

007 cr unu||||||||;

008 170602s2017 ncuad obm 000 0 eng d;

035 a| (Sirsi) o988775911;

035 a| (OCoLC)988775911;

043 a| n-us---;

049 a| EREE;

090 a| LB2831.82;

100 1 a| Moran, Elizabeth Hastings Payne,e| author.?| UNAUTHORIZED;

245 10 a| School and district leader perceptions on beginning teacher support and retention /c| by Elizabeth Hastings Payne Moran.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2017.;

300 a| 216 pages :b| illustrations, charts;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 1.45 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2017.;

500 a| Presented to the faculty of the Department of Educational Leadership.;

500 a| Advisor: Matthew Militello.;

500 a| Title from PDF t.p. (viewed July 6, 2017).;

520 3 a| Teacher shortage is a chronic problem across the United States today. As a result school districts struggle each year to appropriately staff their schools and provide students with highly-qualified teachers. Of those teachers leaving, the highest category was new teachers or those educators who are in their first five years of teaching. The purpose of this study is to gain an understanding of the perspectives of school and district leaders on beginning teacher support and retention. InQuiry methodology was used to collect and analyze quantitative and qualitative data. Findings generated three distinct viewpoints. An analysis and implications for these findings are discussed in order to highlight factors that can be implemented to improve teacher retention.;

504 a| Includes bibliographical references.;

650 0 a| School administratorsz| United Statesx| Attitudes.=| ^A52543;

650 0 a| First year teachersx| Supply and demandz| United States.=| ^A94425;

650 0 a| Teacher turnoverz| United Statesx| Prevention.=| ^A61773;

650 0 a| Employee retentionz| United States.=| ^A455957;

650 0 a| School management and organizationz| United States.=| ^A23125;

653 a| beginning teacher retention;

700 1 a| Militello, Matthew,e| degree supervisor.=| ^A1009081;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/6207;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 4704214;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 4704214-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/2/2017x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 4704214-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/2/2017x| ETDz| HERESOURCE;

School and district leader perceptions on beginning teacher support and retention / by Elizabeth Hastings Payne Moran.

Author/creator	Moran, Elizabeth Hastings Payne author.
Other author	Militello, Matthew, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2017.
Description	216 pages : illustrations, charts
Supplemental Content	Access via ScholarShip
Subjects	School administrators--United States. --Attitudes. First year teachers--Supply and demand. --United States. Teacher turnover--United States. --Prevention. Employee retention--United States. School management and organization--United States.

Summary	Teacher shortage is a chronic problem across the United States today. As a result school districts struggle each year to appropriately staff their schools and provide students with highly-qualified teachers. Of those teachers leaving, the highest category was new teachers or those educators who are in their first five years of teaching. The purpose of this study is to gain an understanding of the perspectives of school and district leaders on beginning teacher support and retention. InQuiry methodology was used to collect and analyze quantitative and qualitative data. Findings generated three distinct viewpoints. An analysis and implications for these findings are discussed in order to highlight factors that can be implemented to improve teacher retention.
General note	Presented to the faculty of the Department of Educational Leadership.
General note	Advisor: Matthew Militello.
General note	Title from PDF t.p. (viewed July 6, 2017).
Dissertation note	Ed.D. East Carolina University 2017.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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School and district leader perceptions on beginning teacher support and retention / by Elizabeth Hastings Payne Moran.

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