Title page for ETD etd-4298-75424

Type of Document Dissertation
Author Alston, Lizzie
Author's Email Address lizzie_alston@abss.k12.nc.us
URN etd-4298-75424
Title A Case Study of Eight First-year Secondary Science Teachers in North Carolina: Problems, Issues and Behaviors
Degree Doctor of Education
Department Education Administration
Advisory Committee
Advisor Name Title
Earthman, Glen I. Committee Chair
Bryson, Joseph Committee Member
Dawson, Christina M. Committee Member
Niles, Jerome A. Committee Member
Salmon, Richard G. Committee Member
  • First-year teachers
  • first-year secondary science teachers
  • issues of first-year teachers
  • problems of first-year teachers
  • behavior skills of first-year teachers
Date of Defense 1997-12-18
Availability unrestricted



Lizzie M. Alston

Dr. Glen I. Earthman

Educational Administration


The purpose of this study is to (1) identify some of the major problems

confronting first-year secondary science teachers; (2) list supportive practices

supplied by the school-based administration and district-wide programs for

first-year secondary science teachers; and (3) describe problems of

socialization confronting first-year secondary science teachers.

The study analyzes perceptions of eight first-year secondary science

teachers under contract at the start of the 1996-1997 school year. The study

viewed these teachers as novice by definition and perceptions of specific

support activities which assisted them in moving from initially licensed to

career tenure status.

The literature review examines research on teacher based on self-reporting

data. Although several of the cited research studies consider first-year teachers in

general, few qualitative studies contain specific information on first-year secondary

science teachers, e. g., what is involved in the new environment or what

developmental skills are needed to survive the year.

The research procedure used in this study is the individual case study method.

Data were collected primarily through ethnographic interviews and surveys of eight

first-year secondary science teachers and six administrators responsible for

evaluation of these teachers.(Two administrators did not respond to the survey.) A

thematic conceptual matrix was used to display the problems and issues faced by

and support offered to these teachers.

The findings clearly reveal the top two problems of first-year secondary

science teachers to be discipline and classroom/time management exacerbated by a

perceived lack of administrative support and assistance.

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  Dissert.PDF 13.13 Kb 00:00:03 00:00:01 00:00:01 < 00:00:01 < 00:00:01
  refer.PDF 31.91 Kb 00:00:08 00:00:04 00:00:03 00:00:01 < 00:00:01
  vita.PDF 7.98 Kb 00:00:02 00:00:01 < 00:00:01 < 00:00:01 < 00:00:01

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