Dissertation/Thesis Abstract

First-Year Teachers' Perceptions of Effective Induction Program Components
by Bliss, Kathyleen, Ed.D., Walden University, 2013, 148; 3552488
Abstract (Summary)

Educational literature has established that over half of all teachers leave the profession within 3 years. Exploring the 1st-year teacher transition and its inherent challenges has been necessary to educational stakeholders seeking to achieve national standards and improve the educational environment, student achievement, and teacher retention. This study's purpose was to investigate 1st-year teacher induction programs; determine the type of support components included, whether from administrators, mentors, or colleagues; and identify which components 1st-year teachers perceived as most effective. The professional development models of Wong, of Johnson and Kardos, and of Curran and Goldrick provided the conceptual framework. The guiding research question focused on discovering new teacher perceptions of induction program components. Participants anonymously responded to a 68-item survey of nominal and Likert-scale items about induction program components and their effectiveness. Descriptive statistics indicated the most commonly included and effective components were assignment in certification area and providing a mentor, formal administrator evaluations, and campus/district orientation sessions. The most effective mentor support components were treating mentees with respect and being accessible. Administrators were most effective when providing clear expectations, constructive performance feedback, and help with discipline matters and parents. Colleagues were effective at integrating novices into the teaching community. Recommendations include enhancing relationship development, providing cooperative planning, and integrating teacher expertise locally. This study promotes social change by empowering administrators to improve 1st-year teacher induction programs, mentorship, and administrative support.

Indexing (document details)
Advisor: Harris, Anissa
Commitee: Braley, Richard, Smith, Brian
School: Walden University
Department: Education
School Location: United States -- Minnesota
Source: DAI-A 74/06(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Teacher education
Keywords: Administrative support, Colleague teachers, First year teachers, Induction components, Mentoring, Teacher induction
Publication Number: 3552488
ISBN: 978-1-267-90973-2
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