Type of Document Dissertation Author Alston, Lizzie Author's Email Address firstname.lastname@example.org 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 Keywords
- 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 AbstractA CASE STUDY OF EIGHT FIRST-YEAR SECONDARY SCIENCE TEACHERS
IN NORTH CAROLINA: PROBLEMS, ISSUES AND BEHAVIORS
Lizzie M. Alston
Dr. Glen I. Earthman
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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