Developing a Capacity for Change as a Foundation for Teacher Retention

• In Event: Division K Section 7: Retention Roundtable

Abstract

Following new teachers from their preparation programs, an induction led by program teacher educators and after they determined to stay in teaching after five years, this research highlights the construct of a capacity for change that exists in teachers who persist in the early years of teaching. Through a case study methodology, researchers used teacher efficacy and a Self-Reflection and Insight Scale to gather information from these teachers and their believe in themselves and how they reflect on their teaching. We also engaged in focus group interviews to gather more information on their perspectives, including connections from preparation and induction program data.

Authors

• Jennifer L. Snow, Boise State University

• Sherry Dismuke, Boise State University