Date of Award

2026

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Anthony Annunziato

Abstract

The purpose of this qualitative study is to examine the lived experiences surrounding the phenomenon of being a new teacher in an inner-city Catholic school by looking at teachers’ professional learning and development to facilitate the new teacher’s retention, growth, well-being, and success in inner-city Catholic schools through the lens of the school principal leading them. According to the National Education Association, 55 percent of educators are thinking about leaving the profession earlier than they had planned (Walker, 2022). With many new teachers leaving the profession within the first few years, schools must find ways to support and retain them. A teacher’s first year can be very demanding as they must learn how to navigate time management, compliance, school culture, climate, technology, meeting students’ individual needs, and classroom discipline. New teachers are often held to the same standards as veteran teachers. The idea that teachers are expected to “sink or swim” is a long-standing one. Some teachers are starting new careers, and these new teachers will enter the profession with varying levels of preparation: some with emergency certificates, some with a bit of background in education, and others with a thorough grounding in both academics and field experience. These factors cause new teachers to become frustrated, which in turn affects students’ attitudes toward learning and achievement. This phenomenological inquiry is designed to describe a principal’s lived experiences, drawing on insights from a particular time in their lives when they worked with mentoring in their buildings. This will further the purpose of this dissertation to examine why new teachers’ professional learning and development are critical components of their retention, growth, well-being, and success. The questions this researcher is examining are: What are the effects of mentoring on beginning teacher turnover and student academics? Ultimately, asking if there is a critical need for a high-quality teacher mentorship program in education that will assist in student growth.

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