Date of Award
9-22-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Timberly Baker
Second Advisor
Doretha O'Quinn
Committee Members
Kristen Ricker
Abstract
Novice teachers often begin their careers without sufficient preparation in classroom management and community building, core competencies critical to creating structured, supportive learning environments. These gaps can hinder teacher self-efficacy, affect student engagement, and contribute to high attrition rates. In a single Southwest Missouri school district, the Beginning Teacher Assistance Program (BTAP) was designed to support new teachers in developing these competencies. However, little is known about how novice teachers perceive their experiences within this program. The purpose of this study was to explore how novice teachers interpret their experiences related to classroom management and community building through their participation in the BTAP. Social Cognitive Theory served as the framework, focusing on the interaction of personal beliefs, modeled behaviors, and environmental conditions. A qualitative, phenomenological design was used to capture the lived experiences of six novice teachers. Seidman’s (2006) three-interview series structure was employed to gather data from past, present, and reflective perspectives. Data collection and analysis were supported by multiple validation strategies, including reflexive journaling, a structured codebook, peer debriefing, and thematic analysis aligned with Seidman’s three-interview phenomenological framework. Two primary themes emerged. The first, Mentorship Influence, encompassed how modeling and feedback from mentors shaped participants’ instructional choices and growth in self-efficacy. Sub-themes included the evolution of classroom management techniques, with teachers shifting from rule-based to relational strategies, and adaptability in instructional logistics, such as managing time, space, and transitions more flexibly over time. The second theme, Cultural Responsiveness with Systemic Considerations, highlighted teachers’ intentions to build inclusive communities alongside challenges posed by limited training or institutional constraints. Findings suggest that comprehensive induction programs must prioritize mentorship, reflective dialogue, and equity-focused support to foster growth in novice educators. Intentional modeling and feedback mechanisms can reinforce effective strategies and improve teacher self-efficacy. Future research should investigate how culturally responsive teaching practices are supported across various district contexts and examine their long-term impacts on novice teacher development. Keywords: novice teachers, classroom management, community building, mentorship, cultural responsiveness,
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Roller, Alayna, "Exploring Novice Teachers’ Perceptions of a Core Competency Within A Beginning Teacher Assistance Program: A Phenomenological Study" (2025). Student Theses and Dissertations. 1113.
https://arch.astate.edu/all-etd/1113
