Document Type


Date of Award


Degree Name

Doctor of Education (EdD)



First Advisor

Erin Lehmann


The pipeline of college students seeking teaching positions is shrinking. The teacher shortage makes finding and retaining new teachers even more challenging. The cost of replacing existing teachers who leave is tremendous, and new teachers leave the profession at an alarming rate. This dissertation explored the lived experiences of new teachers who recently completed their induction and mentoring program. The study addresses three primary research questions: (1) What are the perceived benefits and deficits of the induction program (2) What (if any) additional support do new teachers need to improve their work experience in our schools? Using a phenomenological research design, 10 study participants were selected to create a purposeful sample that included diverse ages, genders, self-efficacy, and teaching assignments. This study sought to understand how new teachers perceive the current induction and mentoring program. And how school districts can change that trajectory of turnover using effective induction and mentoring programs. The research findings suggest teachers value the induction and mentoring program and the support they receive, which may positively impact whether they stay in their teaching positions.

Subject Categories

Adult and Continuing Education


qualitative, phenomenological, new teacher, self-efficacy, mentoring, induction

Number of Pages



University of South Dakota



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