Teacher induction programs are used within districts across the nation to support and prepare novice instructors to fully participate in an instructional community, effectively teach students the skills they need to increase achievement, and develop the skills they need to continue to grow as instructional personnel. The use of these programs within school districts has influenced the retention and attrition of teachers from different instructional backgrounds. However, even with the support of induction programs, teacher turnover rates remain high for special area teachers, including special education teachers. Special education teachers have different responsibilities compared to teachers of other areas that can influence their career decisions and whether they will remain in the field of education. The purpose of this applied dissertation was to examine the perceptions of novice special elementary and middle school teachers toward district implemented induction programs. A case study was used to gather quality data through semistructured in-person interviews. Participants reported induction programs have a positive influence on the decisions of novice special education teachers, but additional supports are needed to better prepare special education teachers. The teachers deemed collaboration and support from mentor instructors as critical throughout the course of the induction program. Recommendations include using the data from the study to develop and implement more supports for special education teachers during induction programs, developing more consistent district induction programs over a 3-year period, and developing a web-based format for induction programs to better support novice instructors across the district.
|Commitee:||Record, Michael, Maldonado, Nancy|
|Department:||Keiser University Graduate School-Education|
|School Location:||United States -- Florida|
|Source:||DAI-A 81/12(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Special education, Middle School education|
|Keywords:||Middle school, Special education, Teachers, Induction programs|
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