Professional development is a concept with which all educators are familiar. The research for this dissertation, focusing on suburban high school teachers in Northeast Ohio, aims to show that the professional development needs of teachers vary throughout their educational careers. Additionally, this dissertation aims to help school districts…

Teaching is a challenging profession at any career stage and in any subject but perhaps especially so for beginning science teachers who step into full responsibility for core and background instructional roles inside and outside the classroom. Traditional professional development has often been inadequate and further complicated by competing…

Early career teachers (ECTs) are potential resources for educational innovation and development in schools. Innovative professional potential (IPP) emerges in interaction between ECTs and their school ecology. Using semi-structured timeline interviews, we explored 105 IPP experiences of 19 ECTs in the Netherlands, aiming to understand when and how…

Demands placed on novice teachers, who must perform at the level of experienced educators from day one, underscore the need for effective educational mentorship programs. Without proper mentorship, many novice teachers leave the profession within five years. Successful mentorship programs contribute to teacher retention, student achievement,…

This study aims to examine the effects of the "Unlocking Research & Innovative Capability" program for university teachers. A total of 80 teachers from the Abai Kazakh National Pedagogical University were enrolled. All participants were divided into groups based on their age and teaching experience. Data were collected via surveys.…

School improvement efforts rely on teachers' capacity for professional development and learning. We investigate the kind of roles taken by early career teachers (ECTs) with a master's degree from a research-based teacher education programme in relation to professional learning and school development in Norwegian schools after five years in the…

This research study explores the mentoring experiences of graduate student and early career instructors who teach online courses at a mid-size public university in the United States. As members of a centralized online learning unit that works with instructors teaching online courses across a range of disciplines, we sought to better understand the…

Purpose: Although the importance of teacher induction is widely acknowledged, how teachers experience inductions, particularly those conducted in under-resourced areas, remains underexplored. Design/methodology/approach: This study narrates a novice teacher's induction experience in a Chinese high school, from the perspectives of professional…

This qualitative case study examines the experiences of four new educators who participated in a semester-long professional development institute aimed at fostering social justice literature instruction. Specifically, we examine what practices new educators developed and deepened over the course of the institute. Data interpreted through deductive…

Professional development is an important tool for supporting early childhood teachers in implementing developmentally appropriate practices and child-guided instruction in the classroom. This phenomenological study explored five U.S. novice early childhood education teachers' experiences with professional development. Specifically, we explored how…

This case study explored the emotions, narrations, and actions of three first-year English as a foreign language (EFL) teachers to identify the factors that influenced their adaptation and how their emotions reflected their needs for professional development. Data were collected from teacher participants' reflective journals and two…

The aim of this research was to address the gap in the literature on novice teacher leadership development from novice teachers' perspectives. An explanatory sequential mixed methods design was used to identify the differences that years of experience may or may not have on southern US public school novice teachers' teacher leadership identity,…

A mixed-methods study was conducted to investigate Idaho's elementary school teachers' perceptions of the Idaho Evaluation Model as a motivator for teachers to improve their instructional practice, and to determine if teachers' experience level impacts these perceptions. The quantitative data was obtained from 157 Idaho kindergarten through…

Teacher attrition is a dilemma that has become increasingly alarming over the past few years. To implement a systematic approach to support and retain new teachers, numerous school districts offer new teacher mentor programs. This quantitative causal-comparative research study examined novice and veteran teachers' perceptions of new teacher mentor…

Purpose: The professional development of novice teachers is receiving increased attention. Although conflict is regarded as an essential factor affecting the effectiveness of the school professional learning community, it is often hidden unspokenly. This study uncovers the conflict experiences of female novice teachers in an Asian cultural context…