Perceptions of Teachers' Experiences During the Induction and Orientation Process PDF Download

Author: Tangela L. Sherman
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 0

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Book Description
This qualitative study explored perceptions of teachers’ experiences during their induction and orientation process. Twenty new teachers from across the Valdosta City school system in Georgia completed Survey Monkey online survey and participated in follow up phone call interviews if needed. This research focused on the challenges that new teachers had to face during their first three years of teaching at a new school that deters them from continuing in the education field as a teacher. Teachers, school systems, and students are impacted by the problems that these new teachers have, considering teacher turnover affects the whole school. Results of this study indicated the satisfaction level of new teachers and what resources, support or obligations they dealt with as new teachers. New teachers face various obstacles which often result in high turnovers for new teachers because they are not facing the reality they thought they would have as a new teacher. Whether variables such as teachers being underpaid, class capacity being too large, overworked, or lack of support from an administrator when new teachers start at a new school. These teachers share a lot of similar views on not being fully prepared for their job positions and feel teacher readiness is a concern across the board for new teachers coming into a new school. Teachers’ perceptions of being a new teacher and the reality of being a new teacher vary and from the teacher responses in the surveys, and changes in preparing teachers to be ready for a new position in the future can be possible.

Author: Christopher C. Watson
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 103

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Book Description
This study investigated teacher perceptions of the impact that the induction process had on teacher efficacy, instruction, and how teachers perceived administration in support of the process. Fifty-six teachers completed online surveys and six participated in interviews with the researcher. Elements of the induction process that were deemed valuable and positive were communication with mentors, hands-on and involved administration, observation opportunities, and building a sense of self-efficacy among new teachers. The role of administration was found to be a critical component in making the induction process successful. Potential barriers that were identified for the induction process to be effective were mentors not being in the same discipline as new teachers and teachers coming into the district with experience and needing to go through the same process as those with no experience.

Author: Sarah F. Hensley
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 210

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Book Description
ABSTRACT: The purpose of this study was to determine the characteristics of induction programs in North Carolina's public school systems and how first-year teachers who participated in these programs perceived them. This study examined the perceptions of a select group of North Carolina teachers in order to begin formulating a description of first-year teaching experiences. Ninety-six first year teachers from two public school systems in Piedmont North Carolina participated in the research. The teachers represented all three levels: elementary, middle, and high school. Data was gathered through a First-Year Teacher Survey. Once all data was collected, items were being measured using a nominal level scale (i.e., helpful and not helpful) nonparametric statistics were used to test for differences between groups. Differences between level of school (i.e., elementary, middle, and high school) were tested using Kruskal-Wallis, and differences between genders (female and male) were tested using Mann-Whitney U. The findings of this study indicated there were statistically significant differences in perceived helpfulness between school levels and gender with induction program/activity, mentor program/activity, administrative support and overall assistance/components.

Author: Juanjo Mena
Publisher: Springer Nature
ISBN: 303079833X
Category : Education
Languages : en
Pages : 300

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Book Description
This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice.

Author: Sam Ahmed
Publisher:
ISBN:
Category :
Languages : en
Pages : 300

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Book Description
The purpose of this study is to explore how induction programs impact untenured teachers' overall experiences and perceptions. This study focused on stories, experiences, and values that were explicitly discussed by each participant related to their district's induction program. In general, strong induction programs provide an intense level of professional development to all untenured teachers on content, instruction, and best practices related to students and classrooms (Danielson, 2008). Albert Bandura's social learning theory (1977) explicitly discusses how we learn from our surrounding peers through observation and imitation. A descriptive case study through interpretive inquiry was used to help uncover data and answer our research questions. A total of 21 participants were selected for the study and participants were grouped as first-year teachers, second-year teachers, and third-year teachers. Data was collected through focus group interviews, semi-structured individual interviews, and document analysis. Data was analyzed through three cycles of coding. Four themes emerged from data analysis and they are as follows: Theme 1: Untenured teachers seeking collaboration. Theme 2: Untenured teachers' expectations, opinions, and ideas on induction program agenda items. Theme 3: Untenured teachers' differences in experience and understanding of the induction program. Theme 4: Untenured teachers' understanding of PLC, co-teaching, and on-going mentoring. Findings of the study showed that participants had a misunderstanding of certain induction program components even though there were many requests for them. Many participants are interested in what literature shows to be important for teacher development, which the current induction program does not offer. Additionally, untenured teachers' overall experiences differed across first-year teachers, second-year teachers, and third-year teachers. Implications of the study and recommendations for future research were provided based on the data that were analyzed.

Author: Elaine E. Eib
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 170

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Book Description
This mixed methodological study examined novice teachers' perceptions of their new teacher induction program, mentoring, and the support they received from their principal. Four Pennsylvania public school districts were included in the study: two suburban and two rural. Data collection consisted of both quantitative and qualitative methods. Research findings showed that participating school districts provided orientation activities which included opportunities for initial socialization, and a review of policies and procedures. Classroom management, curriculum, and instructional methods were perceived areas of weakness in the induction program. Research findings revealed that participants perceived their mentors to be approachable, demonstrated willingness to assist novices, and knowledgeable of their content area. Participants perceived that time to observe mentors, be observed by mentors, or time throughout the week to discuss novices' concerns, were weaknesses in the schools' mentoring programs. Participants perceived their principals to provide procedural information, to be willing to sit in on difficult parent conferences, and to assign appropriate consequences for student misbehaviors; however, principals were not perceived by novices as being instructional leaders who offered instructional suggestions for improvement. Lastly, participants perceived that their new teacher induction program could be improved if it included: increased opportunities for collaboration and collegiality; induction activities that are more individualized and tailored by each novice; more opportunities to read and study the curriculum prior to the first student day; and, an induction program that lasted longer than the first year of teaching.

Author: Stephen J. Lindenmuth
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 130

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Book Description
This mixed methodological study examined novice teachers' perceptions of the value of teacher induction, what supports they need or value, and how they would change the induction process for the betterment of future novice teachers. The study was conducted with novice teachers from two school districts in the Commonwealth of Pennsylvania and utilized a researcher-created survey, open-ended questions, and focus group interviews to collect data from 25 survey respondents and 4 focus group interview participants. The perceptions of participants in this study revealed novices valued most parts of the induction program. However, analysis of the data did reveal that novice teachers perceived the induction program did not adequately provide them with classroom management strategies, information on teacher evaluation, or their legal rights as a teacher. Novice teachers' suggestions for improvement of induction programs include the need to extend induction beyond one year and provide multiple supports such as mentoring, time for professional collaboration, appropriate matching of mentor and novice teacher, increased observation opportunities for mentors, novices and peers, and meaningful and relevant principal feedback. Overall, the novice teachers acknowledged that even with some flaws in the program they valued the induction experience as it was an important contributor in helping them cope with the stress associated with being a first year teacher.

Author: Karla W. Eidson
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
Teacher induction programs are a means to support and guide new teachers in bridging the gap between pre-service preparation and assuming the role as a professional educator. This qualitative case study reviews the perceptions of second-year teachers regarding the induction program, Beginning Educators Support and Training (BEST) they experienced. The in-depth study explores the relationship between an induction program in a small urban Texas school district and the second-year teachers participating in that program. The participants in the study were three, second-year elementary teachers. The methods of data collection were one-on-one interviews, a questionnaire, and journal responses from all participants. My research question was: What are the second-year teachers' perceptions of the BEST program? In addressing this question, this study obtained responses to four sub-questions: 1) Do the second-year teachers? perceptions of the BEST program correlate with their perceived effectiveness as teachers? 2) What are the problems new teachers face? 3) How do second-year teachers perceive the impact administrators have on induction programs and new teachers? and, 4) What components of the induction program are recognized by these second-year teachers? Research supports the assertion that new teacher induction programs have been proven to provide support to new teachers in the critical first few years, and this study supported the induction process in relation to the new teacher socialization process and transitioning from pre-service preparation to classroom teacher of record. The induction process was not the salient factor the teacher participants attributed to their job satisfaction and to their remaining in the school district. However, the support, nurturing, and guidance provided through the mentoring culture fostered by the BEST program were significant to the subjects' teaching success during their critical first years of teaching.

Author: Toni Ann Ivey
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
Texas public high schools induct beginning science teachers each year; yet, little is known about how schools induct beginning teachers. The three studies included in this dissertation use a mixed methods approach to explore data collected by the Policy Research Initiative in Science Education (PRISE) Research Group during the 2007-2008 academic year. The first study focused on principals' perceptions of teacher induction. A content analysis of interviews collected from 50 principals examined principals' perceptions of teacher induction. Analyses indicated that high school principals had an overwhelmingly narrow focus of mentoring and provided mentor teachers with little support or training. Findings indicated that induction activities for beginning teachers were front-loaded before the school year began and were left in the hands of unprepared mentors during the school year. Further analyses indicated that the primary purpose of mentoring and induction for beginning teachers in Texas high schools revolved around orientation to campus policies and procedures. Beginning teachers' instructional needs appeared to be an afterthought. The second study explored beginning high school science teachers' evaluations of their induction experiences. Beginning teachers identified the best school-level induction supports received and recommended improvements for school-level induction. Teachers identified mentoring as one of the best received supports, yet also made recommendations for more structure in the mentoring experience. A comparison of beginning teachers' responses with teacher turnover found that: (a) Stayers (i.e., teachers retained at a campus) were most likely to report that they received induction support from other science teachers; (b) Movers (i.e., teachers who transferred to another campus) less frequently reported working conditions as a positive induction support; and (c) Leavers, (i.e., teachers not retained in the profession) most frequently did not identify induction support from the school. The final study compared principals' perceptions of induction and beginning teacher Movers and Leavers' evaluations of their induction experiences. Findings from this study indicated that principals were aware of induction components that were considered helpful by both Movers and Leavers. However, principals did not acknowledge what Movers and Leavers recommended for improvements to current induction practices. The final chapter provides a summary of all three studies. Recommendations are made for improving induction practices for high school science teachers. In particular, high school principals should discard their current "hands-off" approach to teacher induction and become more active in their induction experiences. Additionally, types of induction practices should increase to include more than mentoring. Moreover, policy makers should reform mentoring policies so that current practices, which have a narrow focus on school policies and procedures, are abandoned.

Author: Öztürk, Mustafa
Publisher: IGI Global
ISBN: 1522552294
Category : Education
Languages : en
Pages : 395

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Book Description
Before today’s teachers are ready to instruct the intellectual leaders of tomorrow, they must first be trained themselves. Every teacher experiences an induction process that can make their early years as an educator nerve-racking. Focusing on this period of time in a teacher’s career can lead to greater teacher retention and success. Examining the Teacher Induction Process in Contemporary Education Systems addresses the construct of teacher induction through theoretical and empirical research. It also provides an in-depth conceptualization of being a novice teacher through micro-political realities of teaching in different geographical and cultural regions. While highlighting topics including adaptation challenges, mentor-mentee interaction, and teacher retention, this book is ideally designed for school administrators, early career teachers, educational researchers, educational professionals, and academicians seeking current research on early career educator adaptation and practices.