Full metadata
Title
The impact of a multilevel intervention on special education induction teacher retention indicators
Description
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.
Date Created
2012
Contributors
- Imel, Breck (Author)
- Wetzel, Keith (Thesis advisor)
- Ewbank, Ann (Thesis advisor)
- Davidson, Carter (Committee member)
- Arizona State University (Publisher)
Topical Subject
- Education
- Educational leadership
- Special Education
- Action Research
- development
- Leadership
- Retention
- Special Education
- Teacher
- Mentoring in education
- Teacher orientation
- Special education educators--Professional relationships.
- Special education educators
- Teacher turnover--Prevention.
- Teacher turnover
Resource Type
Extent
xi, 235 p. : ill. (some col.)
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.15962
Statement of Responsibility
by Breck Imel
Description Source
Viewed on Feb. 10, 2015
Level of coding
full
Note
Partial requirement for: Ed. D., Arizona State University, 2012
Note type
thesis
Includes bibliographical references (p. 190-195)
Note type
bibliography
Field of study: Leadership and innovation
System Created
- 2013-01-17 06:39:43
System Modified
- 2021-08-30 01:43:49
- 3 years ago
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