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001 on1570278126;

003 OCoLC;

005 20260127041227.0;

006 m f d ;

007 cr unu||||||||;

008 260127s2026 ncu|||||obm 000 0|eng d;

040 a| EREb| enge| rdac| ERE;

035 a| (OCoLC)1570278126;

049 a| EREE;

100 1 a| Taylor, Kevin Jamese| author?| UNAUTHORIZED;

245 12 a| A MULTI-STEP SUPPORT SYSTEM ON BEGINNING TEACHER RETENTION: THE IMPACT OF THIS SYSTEM ON CULTURAL LEADERSHIP AND RETENTION OF BEGINNING TEACHERS BEYOND YEAR FIVE;

264 1 a| [Greenville, N.C.] :b| [East Carolina Universityc| 2026.];

300 a| 228 pages;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| application/pdfc| 2.47 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 c| East Carolina Universityd| 2026.;

504 a| Includes bibliographical references.;

520 3 a| This study investigated how a multi-tiered system of support (MTSS) framework could strengthen beginning teacher retention in a rural North Carolina school district. The literature reviewed emphasized the nationwide challenge of teacher attrition, particularly among early-career educators, and identified leadership practices, school culture, and differentiated support as critical factors influencing retention. The research addressed the problem of high turnover among teachers within their first five years in the profession. It was hypothesized that adopting a tiered support model, adapted from student intervention frameworks, would increase beginning teachers' confidence, satisfaction, and intent to remain in the field.Using a mixed-methods action research design, data were collected across three phases from 27 beginning teachers and 17 administrators through surveys, focus groups, and district retention metrics. Quantitative data analysis examined patterns of preparedness, support, and retention intent, while qualitative coding revealed three themes: support as a foundation, systematic layered supports, and responsive onboarding.Results indicated that teachers who perceived higher levels of visible leadership, peer collaboration, and ongoing mentorship reported greater workplace satisfaction and a stronger desire to continue teaching. These findings underscore the value of integrating multi-tiered support systems into teacher induction programs as a means of cultivating a resilient professional culture. Implementing such structures can inform leadership practice, shape equitable support models, and contribute to long-term improvements in teacher retention and organizational stability across public school systems.;

653 a| Beginning Teachers;

653 a| Retention;

653 a| MTSS;

700 1 a| Lewis, Dr. Travise| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University=| ^A637090;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/14416;

949 a| Click on web addressw| ASISh| JOYNER101;

949 a| Click on web addressw| ASISh| HSL111;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6699111;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6699111-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 1/27/2026x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6699111-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 1/27/2026x| ETDz| HERESOURCE;

A MULTI-STEP SUPPORT SYSTEM ON BEGINNING TEACHER RETENTION: THE IMPACT OF THIS SYSTEM ON CULTURAL LEADERSHIP AND RETENTION OF BEGINNING TEACHERS BEYOND YEAR FIVE

Author/creator	Taylor, Kevin James author
Other author	Lewis, Dr. Travis degree supervisor.
Other author	East Carolina University
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University 2026.]
Description	228 pages
Supplemental Content	Access via ScholarShip

Summary	This study investigated how a multi-tiered system of support (MTSS) framework could strengthen beginning teacher retention in a rural North Carolina school district. The literature reviewed emphasized the nationwide challenge of teacher attrition, particularly among early-career educators, and identified leadership practices, school culture, and differentiated support as critical factors influencing retention. The research addressed the problem of high turnover among teachers within their first five years in the profession. It was hypothesized that adopting a tiered support model, adapted from student intervention frameworks, would increase beginning teachers' confidence, satisfaction, and intent to remain in the field.Using a mixed-methods action research design, data were collected across three phases from 27 beginning teachers and 17 administrators through surveys, focus groups, and district retention metrics. Quantitative data analysis examined patterns of preparedness, support, and retention intent, while qualitative coding revealed three themes: support as a foundation, systematic layered supports, and responsive onboarding.Results indicated that teachers who perceived higher levels of visible leadership, peer collaboration, and ongoing mentorship reported greater workplace satisfaction and a stronger desire to continue teaching. These findings underscore the value of integrating multi-tiered support systems into teacher induction programs as a means of cultivating a resilient professional culture. Implementing such structures can inform leadership practice, shape equitable support models, and contribute to long-term improvements in teacher retention and organizational stability across public school systems.
Dissertation note	East Carolina University 2026.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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A MULTI-STEP SUPPORT SYSTEM ON BEGINNING TEACHER RETENTION: THE IMPACT OF THIS SYSTEM ON CULTURAL LEADERSHIP AND RETENTION OF BEGINNING TEACHERS BEYOND YEAR FIVE

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