| dc.description.abstract | The purpose of this qualitative case study is to describe how school culture supports the educational practices of beginning teachers at two selected middle schools. This study used purposeful sampling to select two middle schools based on the two schools with the highest numbers of beginning teachers. The study participants were beginning teachers in their first three years of teaching. Data were collected through interviews of four beginning teachers, two veteran teachers, and two administrators, observations, documents, and photographs. Identification of symbolic cultural theory, espoused by Deal and Peterson (1999, 2009), Deal and Kennedy (1982, 2000), and Harris (2005), occurred prior to conducting the study and provided a lens through which to present and analyze the two school settings. Within symbolic cultural theory are six elements of school culture: vision and values, rituals and ceremonies, history and stories, the cultural network, heroes and heroines, and architecture and artifacts. Findings confirmed that one single element of school culture was not responsible for supporting the educational practices of beginning teachers, but rather each element contributed to the overall school culture experienced by beginning teachers. Beginning teachers' educational practices were supported through interactions among veteran teachers and beginning teachers. Findings revealed that the educational practices of beginning teachers were supported through having access to a variety of supports. Realities existed outside of the symbolic cultural theory framework that affected the educational practices and support received by beginning teachers. Political aspects created an unstable teaching environment in Oklahoma with changing standards, multiple initiatives, and reduced funding. Also, life events for beginning teachers outside of teaching added to the difficulties normally associated with the first years of teaching. Additional research could focus on the culture or influence of Professional Learning Community partners or teams in supporting the educational practices of beginning teachers in relation to the overall school culture experienced by beginning teachers. | |
