The study is based on two designs. The first design is the development of the Principal Induction Practices (PPIP) survey to gain information from Missouri public high school principals about their perceptions of specific induction practices implemented with newly hired teachers. The second design is a factorial non-experimental quantitative study to assess newly hired teacher induction to school culture. This study was initiated because a lack of information exists of induction practices implemented by principals for newly hired teachers. Many studies have focused on teacher perception of induction practices, but few have focused on the administrative perceptions of these practices. With high costs of teacher turnover in schools, this study is looking at teacher induction through the practices of the supervising administrator. This study is based on Kosek’s (2006) case study of a school’s induction practices and Glenn’s (2007) Teacher Perceptions of School Culture (TPSC) survey. The TPSC survey was examined to develop the online self-reporting PPIP survey which, was sent to 361 Missouri public high school principals. A small sample size was used in data analysis. The PPIP was reduced to 26 items. The PPIP field study showed overall perceptions did not vary because of respondent’s gender, school size, years of experience, or teacher certification type. State education entities, universities, leadership academies and principal organizations can use the PPIP to inform them of areas needing change in the induction practices being implemented to help newly hired teachers transition to school culture.
|School:||University of Missouri - Columbia|
|School Location:||United States -- Missouri|
|Source:||DAI-A 75/04(E), Dissertation Abstracts International|
|Keywords:||Adult learning, Educational leadership, Induction practices, School culture|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be