The Correlation Between Administrative Support, Classroom Management, and Parental Involvement on Novice Teachers' Intent to Remain in an Urban School District in Georgia, 2019

Collection:
Atlanta University and Clark Atlanta University Theses and Dissertations
Title:
The Correlation Between Administrative Support, Classroom Management, and Parental Involvement on Novice Teachers' Intent to Remain in an Urban School District in Georgia, 2019
Creator:
Henry, Shonnika D.
Contributor to Resource:
Hill, Barbara
Teodorescu, Daniel
Turner, Trevor
Date of Original:
2019-05-20
Subject:
Degrees, Academic
Dissertations, Academic
Location:
United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
Medium:
dissertations
theses
Type:
Text
Format:
application/pdf
Description:
Degree Type: dissertation
Degree Name: Doctor of Education (EdD)
Date of Degree: 2019
Granting Institution: Clark Atlanta University
Department/ School: Educational Leadership
The purpose of this mixed methods study was to determine whether administrative support, classroom management, and parental involvement factors are significantly related to novice teachers retention. A quantitative survey and qualitative focus group measured the correlation between administrative support, classroom management, and parental involvement on novice teachers intent to remain in the classroom. The findings of this study will prepare educational leaders, human resource departments, and school board members with strategies to effectively reduce teacher attrition and improve student achievement in school systems. Both qualitative and quantitative data were compiled and synthesized while considering descriptive and inferential statistics to recognize emergent themes for implications of novice teacher retention. The findings of the study concluded that there was a significant correlation between administrative support and classroom management on novice teachers intent to remain. KEYWORDS: Curriculum and Instruction, Educational Assessment, Evaluation, and Research, Educational Leadership, Educational Methods
Metadata URL:
http://hdl.handle.net/20.500.12322/cau.td:2019_henry_shonnika_d
Language:
eng
Holding Institution:
Clark Atlanta University
Rights:
Rights Statement information

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