Date of Award

2018

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

Abstract

This research explored who the Millennial teacher is and revealed the relevancy of current teacher induction programs for them, as well as through the lens of the school leaders responsible for induction programming.

Research Questions

1. How do millennial generation teachers perceive their induction programs as new teachers?

a. What are the perceived needs of millennials in their first year of teaching?

b. How does induction programming meet these needs?

c. What are the perceived effectiveness of these programs to meet millennial needs?

2. How do building/district level leaders perceive the induction of millennial generation teachers?

a. What are the perceived needs of millennials in their first year of teaching?

b. How does induction programming meet these needs?

c. What is the perceived effectiveness of these programs to meet millennial needs?

This retrospective case study interviewed thirteen Millennial age teachers and six school administrators responsible for induction and mentoring programs. Data collected were analyzed through a theoretical framework derived from the Strauss-Howe Generational Theory. This study presents five themes that emerged from the research: Feedback, Work/Life Balance and Commitment, Teacher Autonomy, Technology, Relationships. Millennial teachers desire feedback and challenges arise in schools when deciding who should give feedback and how much is enough. Differences in Millennial teacher and administrator perception of commitment to work were noted. Millennial teachers want to work more autonomously with positive and negative results. Technology use was especially surprising as most did not reflect a technology-obsessed cohort promoted by mass media. Lastly, relationship building is causing new complexities amongst school staff.

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