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Teacher attrition and the migration between schools and districts can have a negative impact on quality of education and teacher performance. Novice teachers leave the profession because they are overwhelmed by the workload and responsibilities of the job. In a previous action research cycle, I found that novice teachers' perceptions

Teacher attrition and the migration between schools and districts can have a negative impact on quality of education and teacher performance. Novice teachers leave the profession because they are overwhelmed by the workload and responsibilities of the job. In a previous action research cycle, I found that novice teachers' perceptions of isolation and lack of opportunities to share experiences had a negative effect on teacher perceptions of efficacy. This action research project examines the effect of leveraging social media and professional learning communities to provide opportunities for a group of novice teachers to share experiences and seek advice. By addressing the challenges that novice teachers face and providing solutions for common problems, it is the hope of this researcher that highly effective teachers will remain in the classroom. The results of the study indicate that the combined use of Twitter and YouTube in collaboration with professional learning communities will improve teacher perceptions of efficacy. Teachers who participated in the social media based professional learning communities are also more likely to remain in the classroom.
ContributorsBostick, Bradley Alan (Author) / Zambo, Ronald (Thesis advisor) / Heck, Thomas (Committee member) / Isai, Shelley (Committee member) / Arizona State University (Publisher)
Created2013
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This mixed methods action research study explores the impact of a multilevel intervention on retention indicators of special education induction teachers and the leadership capacities of the special education induction coaches and coordinator. The purpose of this investigation was to understand the impact of developing and implementing an action research

This mixed methods action research study explores the impact of a multilevel intervention on retention indicators of special education induction teachers and the leadership capacities of the special education induction coaches and coordinator. The purpose of this investigation was to understand the impact of developing and implementing an action research study on three different levels of participants the special education induction coaches, teachers and me. A theoretical framework based upon Bandura's (1977, 1982) work in Social Learning Theory, and in self and collective efficacy informs this study. The conceptual framework developed based upon the tenets of Authentic Leadership Theory and special education mentor programs inform the development of the intervention and data collection tools. Quantitative data included results collected from the Psychological Capital Questionnaire (PCQ), Authentic Leadership Questionnaire (ALQ), and the Special Education Induction Teacher Questionnaire (SEITQ). The qualitative data included results collected from the SEITQ open-ended questions, Email Reflective Response (ERR), organic and structured focus groups, fieldnotes, and the Teachers' Final Letter. Findings include: a) I changed as a leader and a researcher, b) the special education induction coaches began to think and act as leaders, c) the special education induction teachers' retention indicators increased, d) by actively participating in the co-construction of the special education induction program, both the coaches and the teacher provided valuable insights as pertains to developing a program that supports special education induction teachers. Implications and next steps are discussed.
ContributorsImel, Breck (Author) / Wetzel, Keith (Thesis advisor) / Ewbank, Ann (Thesis advisor) / Davidson, Carter (Committee member) / Arizona State University (Publisher)
Created2012