Examining the Impact of Preservice Teacher Preparation and In-Service Teacher Support Structures on Teachers and Retention

This three-article dissertation examines the impact of pre-service preparation and in-service support structures on teacher experiences and outcomes. Study one consists of a meta-analysis of research on the topics of novice teacher induction and mentoring programs. Findings include significant and positive effects of these programs on novice teacher outcomes such as retention, self-efficacy, and effectiveness as well as student achievement. Study two utilizes a mixed-methods approach to examine the influence of an alternative teacher preparation program on the feelings of preparedness, early career experiences, and future plans of participating teachers. Findings include the growth over time in teacher perceived readiness to perform tasks of teaching and the positive influence of their preservice preparation and in-service support structures on their early career experiences and aspirations. Study three utilizes structural equation modeling to examine relationships between preservice preparation and in-service support structures on teacher feelings of preparedness, support, and burnout. Findings include significant and negative relationships between teacher feelings of preparedness and support and their feelings of burnout. Feelings of burnout were shown to have a significant and negative effect on teacher retention measures as well. These three studies demonstrate the important role both teacher preparation and teacher support structures can play in shaping the experiences of novice teachers