Dissertation
New teacher experiences in two rural Washington school districts: a phenomenological study
Washington State University
Doctor of Education (EdD), Washington State University
05/2008
DOI:
https://doi.org/10.7273/000005864
Abstract
The purpose of this study was to examine the lived experiences of new teachers in two small, rural school districts. Specifically, the study addressed these research questions: (a) What are the experiences of new teachers in small, rural Washington schools given the current educational reform environment; (b) what are the main challenges faced by new teachers in small rural schools; (c) what experiences have been most helpful to these teachers in dealing with their challenges; (d) how have these experiences and perceptions affected their desire to either stay in or leave the profession; and (e) how are teachers' experiences and desire to stay in or leave the profession influenced by a school district's context? Data were collected through open-ended, phenomenologically-oriented interviews with eleven teachers and four administrators in two rural districts in Washington State. The analysis of the qualitative data resulted in two major themes which were (a) making connections with colleagues and in the community, and (b) thriving in the workplace through job efficacy and sufficient resources. Each theme dealt primarily with the teachers' expressed needs and hopes regarding their success as new teachers in small, rural schools. Five conclusions were drawn from the study: (a) New teachers today face enormous pressures, but administrators have either forgotten or are largely unaware of the challenges they face; (b) administrative support is a critical element in helping new teachers to thrive in their new assignments; (c) new teachers need and desire time with and support from their colleagues; (d) some of the challenges that new, rural teachers face cannot be remedied; and (e) while not every problem will have a ready solution, there are mechanisms that can help relieve some of the strains of new teacher life in small, rural schools. Ultimately, it is hoped that this study will further discussions regarding new teachers in small, rural schools and will serve as a springboard for policy and practice changes leading to effective and cost efficient support programs.
Metrics
2 File views/ downloads
26 Record Views
Details
- Title
- New teacher experiences in two rural Washington school districts
- Creators
- David Raymond Peck
- Contributors
- Gail C. Furman (Chair)Forrest Parkay (Committee Member) - Washington State University, Department of Educational Leadership, Sport Studies, and Educational/Counseling PsychologyTerrell A Young (Committee Member)Nancy Kyle (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- College of Education
- Theses and Dissertations
- Doctor of Education (EdD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 151
- Identifiers
- 99901055137901842
- Language
- English
- Resource Type
- Dissertation