Defense Date

8-1-2025

Graduation Date

Winter 12-19-2025

Availability

Immediate Access

Submission Type

dissertation

Degree Name

EdD

Department

Educational Studies (General Education)

School

School of Education

Committee Chair

Gibbs Kanyongo

Committee Member

Tara Abbott

Committee Member

Karen Levitt

Keywords

Beginning Teachers, Educator Induction, Challenges, Supports, Teacher Preparation Programs, Teacher Attrition, Teacher Retention, Self-Efficacy

Abstract

This research study examines the types of support beginning teachers in public K-12 schools identify as most effective for overcoming the challenges they encounter. Self-Efficacy Theory (Bandura, 1977) serves as the theoretical framework guiding this research, aiming to understand how various types of support and challenges encountered impact the self-efficacy of beginning teachers. Through a qualitative phenomenological approach, individual semi-structured interviews were conducted with five beginning elementary teachers in Western Pennsylvania to explore the two research questions of this study through their lived experiences:

RQ1: What challenges do beginning K-12 public school teachers encounter early in their careers?

RQ2: Which types of support do beginning K-12 public school teachers identify as most effective for overcoming the challenges they encounter?

Data analysis indicated that participants accessed a combination of formal support within school settings and informal support outside the workplace. While all four sources of self-efficacy were strengthened through different types of support, physiological states was the most frequently mentioned source of increased self-efficacy. Findings from this study will assist school leaders, educational organizations, policymakers, and teacher preparation programs to better support beginning teachers during the early years of their careers.

Language

English

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