International Journal of

Arts , Humanities & Social Science

ISSN 2693-2547 (Print) , ISSN 2693-2555 (Online)
DOI: 10.56734/ijahss
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Secondary Teachers’ Perceptions on How Administrators Affect the Induction Process for New Teachers: An Explanatory Case Study

Abstract


Schools are experiencing alarming attrition rates nationwide. The problem is 5% of teachers in suburban southeast South Carolina were leaving within their first 3 years. Increasing attrition rates were important because 5 years ago the attrition rates were half. The purpose of this explanatory case study was to learn how a shared decision-making approach and additional principal support during the induction process can improve teacher retention rates. This case study may help fill a literature gap by exploring how to give early career educators a voice. The study's theoretical foundation was based on Hawthorne’s participative leadership and Vygotsky’s sociocultural theories. Research questions were designed to provide data about shared decision-making and additional principal support during the induction process. An explanatory case study design was selected because case studies provide an in-depth understanding of a real-world topic. The case study was bound by secondary teachers in their induction year. Questionnaires and interviews were the data collection methods. Secondary teachers enrolled in the district induction program were selected by convenience sampling and a sample size of 15 teachers participated. A thematic analysis of the data was conducted using Atlas.ti. The data concluded two key factors that must be addressed when considering attrition rates. Supportive, approachable, and consistent administrators can better support the induction process. Providing teachers with a shared decision-making voice is effectively implemented when teachers work and plan together. A sense of belongingness and career longevity happens when these factors are present. The study results confirmed that external factors such as pay, bureaucratic oversight, and parental involvement were issues that were challenges in year one. Nevertheless, the support and acknowledgment that was displayed by the administration was the key piece that kept educators feeling connected and motivated to continue their careers beyond the first year. Early career educators seeking a sense of belonging in their school during their induction year is the most important conclusion that can be taken away from this study. To achieve that sense of belonging, principals should implement a shared decision-making approach that is in the best interest of early career educators. The demographics of an early career educator do not look like they looked even five years ago. School systems and school leaders must recognize the needs of their staff and work to provide the support that they are seeking.


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IJAHSS by IPRPD is licensed under a Creative Commons Attribution 4.0 International License.