Doctor of Education
Dr. Fredrick Dressen
Dr. Gwen Jackson
Dr. Acacia Nikoi
At the end of every school year, new teachers either stay or leave public classrooms. Multiple challenges drive these new teacher choices. State, district, and local administrators struggle to fill teacher vacancies. New teacher departures challenge schools with the maintenance of an attractive work environment and provision of quality student education. This case study shares how five successful Minnesota educators apply extrinsic activities and intrinsic supports to not only meet these challenges, but effectively respond to the 2019-2020 onset of the COVID-19 pandemic. Through research interviews, this qualitative study analyzes intrinsic supports and extrinsic activities in relation to positive teaching experiences, new teacher retention, and student success.
Recommended CitationPonds, A. (2020). A CASE STUDY REGARDING INDUCTION SUPPORTS AND ACTIVITIES AND THEIR IMPACT ON SUCCESSFUL TEACHER RETENTION (Dissertation, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/edd/13
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