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dc.contributor.authorGant, Angela Leigh Beavers
dc.date.accessioned2014-03-03T20:08:37Z
dc.date.available2014-03-03T20:08:37Z
dc.date.issued2002-05
dc.identifier.othergant_angela_l_200205_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/gant_angela_l_200205_edd
dc.identifier.urihttp://hdl.handle.net/10724/20548
dc.description.abstractThis study examined the perspectives of three experienced new teachers during their first three months in their new schools. Research was conducted using the method of portraiture - a qualitative method that allows the researcher to create first-person narratives that attempt to portray the essence of a study’s participants. The findings of this study revealed that the participants encountered many struggles as experienced new teachers. They expressed concerns about the induction program, the hiring process, learning their new curricula, obtaining materials and teaching supplies, as well as "fitting in." In addition, four underlying themes that seemed to determine these three teachers’ levels of satisfaction emerged: the number of previous years spent teaching, the quality of previous teaching experiences, the presence of preconceived ideas about the new school, and the personality of the individual teacher. Implications for further research and for school administrators and colleagues were suggested.
dc.publisheruga
dc.rightspublic
dc.subjectExperienced New Teachers
dc.subjectEducational Leadership
dc.subjectEducational Supervision
dc.subjectTeacher Induction
dc.subjectMentoring
dc.subjectHiring Processes
dc.titlePerspectives of three experienced teachers in new positions: a portraiture study
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentEducational Leadership
dc.description.majorEducational Leadership
dc.description.advisorJo Blase
dc.description.committeeJo Blase
dc.description.committeeJoseph Blase
dc.description.committeeSally Zepeda
dc.description.committeeThomas Holmes
dc.description.committeeBettye Smith


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