Campus Location

Dallas Campus (Online)

Date of Award



Document Type



Organizational Leadership

Degree Name

Doctor of Education

Committee Chair or Primary Advisor

Karan Duwe

Second Committee Member or Secondary Advisor

John Harrison

Third Committee Member or Committee Reader

John Kellmayer


The problem of novice teachers leaving the profession in the first few years of their career represented a global issue and an increased attrition rate. The purpose of this qualitative descriptive study was to explore the perceptions of novice U.S. teachers and effective systemic supports provided to new teachers through the lens of social capital. For this study, the intangible components of social capital emerged through the development and fostering of mentoring relationships in an induction program. The methodology used was a qualitative descriptive study using a survey, interviews, and thematic analysis of the survey and interview data collected. The sample of participants consisted of 14 new and experienced teachers currently involved in the induction program. Braun and Clarke’s thematic analysis was a technique that was used and produced information-rich stories about participants’ interview responses. Thematic analysis interpreted various forms of examination and identified recurring themes and patterns of data.

The themes that emerged were: (a) connectedness, (b) community, (c) confidence, (d) self- efficacy, and (e) job satisfaction. Findings indicated that mentoring experiences and supports provided the initial year had a positive effect on the self-efficacy of novice teachers. Teachers with high levels of self-efficacy were open to new teaching methods, adjusted their teaching strategies to improve students’ academic performance, and exhibited a greater level of commitment to the profession. Although the district’s induction program was considered a comprehensive program where various levels of support were provided, it only supported novice teachers in the first year. The results from this study benefitted the induction program by adhering to the district’s goal of continuous improvement and provided the necessary supports to increase teacher retention, instill confidence, develop teacher self-efficacy, and acquire strategies and best practices tailored to meet the specific needs of a novice teacher.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.



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