Theses and Dissertations

Advisor

Smith, Kaleb

Committee Member

Biggers, Regina

Committee Member

Herbstrith, Julie

Committee Member

Milam, Alisha

Date of Degree

12-12-2025

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Education (Educational Policy and Organizational Design)

Degree Name

Doctor of Education (Ed.D.)

College

College of Education

Department

Division of Education

Abstract

This project examines the challenges novice teachers encounter and how structured support systems impact their job satisfaction, effectiveness, and retention. The review focuses on administrative and logistical support, highlighting gaps between teacher preparation and classroom realities that contribute to high attrition (Falk, 2017; Koca, 2016). Key challenges include insufficient time management training, inconsistent expectations, and limited district or school-level support (Fantilli & McDougall, 2009), all of which are intensified by the demands of navigating modern classroom technologies (Philipsen et al., 2019). The literature review centers on teacher perceptions to clarify what constitutes effective logistical and administrative support (Banerjee et al., 2017), distinguishing it from instructional support. The review identifies gaps in current programs and outlines the essential components for a sustainable model that enhances retention by equipping novice teachers with the necessary support to succeed.

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