Teacher Self-Efficacy in Novice Primary Teachers in one Urban School Division in Central Virginia

Date of Award

Spring 5-18-2021

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

Committee Chair

Owen Cardwell

Committee Member

Roger Jones

Committee Member

Chris Glover

Abstract

Teacher retention is a widespread challenge across the field of education and seems to be growing while the need for great educators is growing as well. Specifically, novice teachers in urban schools are leaving education the fastest. The main impact that is most detrimental as a result of this challenge is that students are being negatively affected. The literature points to a key factor in teacher retention which is teacher self-efficacy. This case study on one specific urban school division, specifically looking at novice teachers in primary schools, sought to discover what support impacts the novice teacher self-efficacy the most. This study pinpointed four key factors that were perceived by the novice teachers to impact their own teacher self-efficacy.

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