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035 a| (Sirsi) o1257305325;

035 a| (OCoLC)1257305325;

043 a| n-us-nc;

049 a| EREE;

090 a| LB2844.1.N4;

100 1 a| Burt, Colleen,e| author.?| UNAUTHORIZED;

245 10 a| Impact of the multi-classroom teacher model in addressing beginning teacher self-efficacy and retention /c| by Colleen Burt.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2021.;

300 a| 167 pages :b| illustrations (chiefly color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 2.096 MB2| rda;

538 a| System requirements: Adobe Reader.;

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

502 b| Ed.D.c| East Carolina Universityd| 2021.;

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

500 a| Advisor: Marjorie Ringler;

500 a| Title from PDF t.p. (viewed October 25, 2021).;

520 3 a| A growing number of beginning teachers are leaving teaching within their first three years, with half leaving the profession in the first five years (Ingersoll, 2012; Stewart et al., 2021). In an attempt to slow this level of attrition, school districts are creating ambitious induction programs. At the time of the study, Pitt County Schools Multi-Classroom Teacher Program (MCT), sought to provide support to beginning teachers over a three-year period. The purpose of this study was to examine beginning teacher self-efficacy and teacher retention. Using Bandura's Social Cognitive Theory of Self-Efficacy (Bandura, 1997; Tschannen-Moran & Woolfolk Hoy, 2001), as a conceptual framework this study examined Beginning Teachers (BTs) self-efficacy and retention during the implementation of the MCT Program. While studying the self-efficacy of 20 beginning teachers participating in the MCT program over a 1- year period, I worked directly with a group of four Beginning Teachers (BTs) and two Multi- Classroom Teacher (MCTs) to implement a small-scale improvement strategy to increase BT self-efficacy. The scholarly practitioner proposed to administer the Teachers' Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001) to the 20 BT participants at the beginning of the study and once again after the small-scale improvement strategy was implemented to determine the impact on BT self-efficacy. Due to the Global Coronavirus Pandemic during this study, the scholarly practitioner shifted the study to explore inflated BT self-efficacy ratings in classroom management compared to how their MCTs rated their teaching efficacy in classroom management.;

504 a| Includes bibliographical references.;

650 0 a| Teacher turnoverz| North Carolinaz| Pitt County.=| ^A61773;

653 a| Beginning Teacher Self-Efficacy;

653 a| Multiclassroom Teacher;

700 1 a| Ringler, Marjorie C.,e| degree supervisor.=| ^A1269591;

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

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/9065;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 5636943;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5636943-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/22/2021x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5636943-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/22/2021x| ETDz| HERESOURCE;

Impact of the multi-classroom teacher model in addressing beginning teacher self-efficacy and retention / by Colleen Burt.

Author/creator	Burt, Colleen author.
Other author	Ringler, Marjorie C., degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2021.
Description	167 pages : illustrations (chiefly color)
Supplemental Content	Access via ScholarShip
Subjects	First year teachers--Training. --North Carolina. --Pitt County. Teacher turnover--North Carolina. --Pitt County.

Summary	A growing number of beginning teachers are leaving teaching within their first three years, with half leaving the profession in the first five years (Ingersoll, 2012; Stewart et al., 2021). In an attempt to slow this level of attrition, school districts are creating ambitious induction programs. At the time of the study, Pitt County Schools Multi-Classroom Teacher Program (MCT), sought to provide support to beginning teachers over a three-year period. The purpose of this study was to examine beginning teacher self-efficacy and teacher retention. Using Bandura's Social Cognitive Theory of Self-Efficacy (Bandura, 1997; Tschannen-Moran & Woolfolk Hoy, 2001), as a conceptual framework this study examined Beginning Teachers (BTs) self-efficacy and retention during the implementation of the MCT Program. While studying the self-efficacy of 20 beginning teachers participating in the MCT program over a 1- year period, I worked directly with a group of four Beginning Teachers (BTs) and two Multi- Classroom Teacher (MCTs) to implement a small-scale improvement strategy to increase BT self-efficacy. The scholarly practitioner proposed to administer the Teachers' Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001) to the 20 BT participants at the beginning of the study and once again after the small-scale improvement strategy was implemented to determine the impact on BT self-efficacy. Due to the Global Coronavirus Pandemic during this study, the scholarly practitioner shifted the study to explore inflated BT self-efficacy ratings in classroom management compared to how their MCTs rated their teaching efficacy in classroom management.
General note	Presented to the faculty of the Department of Educational Leadership.
General note	Advisor: Marjorie Ringler
General note	Title from PDF t.p. (viewed October 25, 2021).
Dissertation note	Ed.D. East Carolina University 2021.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Impact of the multi-classroom teacher model in addressing beginning teacher self-efficacy and retention / by Colleen Burt.

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