Exploring Leadership Support and its Influence on Self-Efficacy: The Lived Experiences of Novice Teachers

This phenomenological study aimed to understand the retention influence of leadership support for novice teachers at a southern Georgia school district. At this stage in the research, the retention influence of leadership support was generally defined as the systems available to novice teachers that raise levels of morality and motivation, influencing new teachers to continue in the education field (Burns, 1978). Bandura’s social cognitive theory guided the exploration of novice teacher retention relating to leadership system support. The investigation was guided by sub-questions that delve into self-efficacy, novice teachers’ attitudes, and social norms. Participants were teachers with no more than five years of experience in a southeastern United States school district. The data collection process included individual interviews, a focus group, and journal writing. Data analysis for this study followed van Manen (1994) to highlight the lived experiences of novice teachers. The results yielded essential findings. Novice teachers need quality support not only from leadership but also in the form of professional development. Relationships are an integral part of novice teachers’ success and retention. The working environment in which novice teachers work daily matters and sets the tone for how they approach their work. Lastly, much of the necessary pieces to retain novice teachers flow from the top down; it all begins with leadership. Leadership plays an integral role in novice teacher retention