Date

2-29-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Jonathan Bracewell

Keywords

first-year teachers, classical charter schools, teacher retention

Disciplines

Educational Leadership

Abstract

The purpose of this multiple case study was to understand the challenging experience of first-year teachers at existing classical charter schools in the United States of America. Maslow's theory of human motivation provided the guiding framework into how early year teachers can be effectively supported in schools to prevent attrition, which can have a negative effect on student achievement. This qualitative design utilized a case study approach from two different classical charter schools in the United States of America and featured interviews, journal entries, and the review of first year physical artifacts from ten teachers who are no further than three years removed from their first-year teaching. The data collected were analyzed through a process of coding to review and understand the main themes shared among the experience of the teachers and sought to answer the central research question of “What are the experiences of first-year teachers in classical charter schools?” From this process, three specific themes related to supporting teachers through their difficult first year emerged: beginning anxieties, “work begets love,” and self-actualization. Participants who remained in the profession all achieved a level of self-actualization that contributed to their decision to remain teaching. This information can help school leaders implement effective strategies to teach and support teachers from the very beginning of their careers.

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