Files
Abstract
This dissertation describes a qualitative action research case study focusing on the social supports offered novice faculty as they integrate into a rural boarding school environment. This research seeks to answer the following questions: (1) What role does school culture play in building relationships for new faculty within a rural, boarding school environment?; (2) How do the relational bonds, both on and off campus, help to influence job satisfaction, self-efficacy and increase motivation of novice faculty in a constrained setting?; (3) How has participation in an action research group changed the capacity of building leaders? Interviews and questionnaires were conducted to inform the research. Major findings identified the role of social integration among novice faculty each other and to their veteran colleagues toward their feelings of contentment with the school. The boarding school environment is one with burdens due to the many roles that teachers play, and administrators must deliberately plan and organize events and activities to build time for these informal interactions to occur. Participation on action research teams cause in increased thoughtfulness in the work being studied, and in other decisions the members were responsible to make within the community. Major conclusions identify the importance of informal mentors to the school community, the critical role of the administration in providing the opportunities for integration of new faculty to the community and hiring practices of novice teachers. Findings from this study will benefit educational administrators in rural or boarding school settings to advise hiring methods, induction programs, and housing assignments for novice teachers.