Dissertation/Thesis Abstract

The impact of induction/mentoring on job satisfaction and retention of novice teachers
by Williams, Ingrid Rene'e, Ed.D., Bowie State University, 2012, 152; 3523552
Abstract (Summary)

Teachers are essential to the success of all students. In an effort to reduce high teacher turnover, states and/or school systems are implementing induction/mentoring programs as a mechanism for supporting teachers in their early years. The issue is not the availability of teachers; higher education is producing more than enough qualified teachers, the difficulty occurs in teacher retention (Darling-Hammond, 2003). School systems must consider making a commitment to finding, maintaining, and supporting good teachers (Darling-Hammond, 2003). Unless policies are developed to reduce teacher attrition through better preparation, assignments, working conditions, and mentor support, we cannot guarantee that all students have qualified teachers (Darling-Hammond, 2003).

The problem examined in this study was the impact of induction/mentoring programs, as well as administrative support, and professional development, on retention and job satisfaction among novice teachers.

This causal comparative study utilized secondary data from the National Center for Educational Studies Schools Staffing Survey 2007-2008 to analyze the independent variables of induction/mentoring, administrative support, and professional development and their impact on the dependent variables of job satisfaction and teacher retention.

Chi-Square, nonparametric analysis was utilized to compare the observed responses of teachers with the expected responses. The results of the Chi-Square statistical analyses determined that induction/mentoring programs, administrative support, and professional development have an impact on the job satisfaction and retention of novice teachers.

Indexing (document details)
Advisor: Taylor, Janet W.
Commitee: Drakeford, William, Stevenson, Zollie, Jr., White, Eleanor
School: Bowie State University
Department: Educational Leadership
School Location: United States -- Maryland
Source: DAI-A 74/01(E), Dissertation Abstracts International
Subjects: Educational leadership, School administration, Teacher education, Occupational psychology
Keywords: Induction, Job satisfaction, Mentoring, Teacher retention
Publication Number: 3523552
ISBN: 978-1-267-56568-6
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