Date of Award

Spring 4-16-2020

Document Type

Dissertation

Degree Name

Doctor of Education

Department

School of Education

First Advisor

Dr. Peggy Hickman

Second Advisor

Dr. Katherine Trainor

Third Advisor

Dr. Susan Silver

Abstract

The purpose of this qualitative survey study was to use a phenomenological approach to seek input about the experiences of new teachers as they navigate the role transition from pre-service to in-service teacher. This study sought input from new teachers on factors that contribute to their reality shock, as well as their thoughts on the types of supports that have helped to manage their transition into the profession. The top factors contributing to the reality shock as reported by these new teachers during their first years of teaching included: Supporting students with diverse needs, having insufficient or inadequate teaching materials, and managing classroom discipline. In addition, this study examined the perceived levels of concerns for certain teaching tasks connected to the development stages of impact on self, task, and impact. The results from this study indicate that new teachers are largely more concerned with teaching tasks related to student impact than with self and task concerns. In addition to these results the following phenomenological themes were uncovered: work/life balance, student systems of support, paraprofessionals, administrative support, relationships, and impact. Review of new teachers’ identified supports that have helped to manage their transition into the profession were also analyzed. Identified supports that helped them manage their transition into the teaching profession included student teaching experience, mentors, and administrative support. Results from this study yielded helpful information to better understand the experiences of new teachers. Recommendations for future research should include an extension to the time frame of the study and administering this study with new teachers in diverse school contexts.

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