Teacher Induction: Exploring the Satisfaction, Struggles, Supports, and Perceptions of Novice Teachers PDF Download

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Category :
Languages : en
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Author: Richard S. Katz
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 139

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Every year a new crop of novice teachers begin their careers with energy, excitement and high hopes for the future. They also embark on their new careers with the potential for great disillusionment regarding the challenges and realities that lie ahead. As a result, 30% of teachers in the United States drop out during their first two years of teaching. This phenomenon, coupled with increased calls for smaller class sizes, more children with special needs, and high rates of teacher retirements, highlights the critical state of high-quality induction programs and support for new teachers. This study examined whether teachers in a sample of New Jersey schools received induction experiences in areas where they believe their growth is most needed and to what degree they felt supported by their principals and school organization. It also investigated the relationship between new teachers' participation in certain induction activities and the extent to which they feel supported and satisfied with their jobs. Data were collected through an online survey of 77 first and second year teachers. Summary descriptive statistics were used to characterize teachers' induction experiences and perceptions of their own abilities. Linear regression analysis was used to explore relationships between new teacher induction and support and job satisfaction. Overall, novice teachers revealed a strong commitment to improvement, a commitment to the profession and satisfaction with their jobs. At the same time, they also demonstrated a feeling that they do not receive the types and amounts of support and guidance that they needed. The most significant finding in this study was the vital role of the principal in supporting new teachers and building job satisfaction. Implications of the findings are discussed.

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

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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
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Category :
Languages : en
Pages :

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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: Phyllis A. Charleston-Cormier
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Category :
Languages : en
Pages :

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The study examined and evaluated perceptions of first year teachers on the effectiveness of induction activities, assistance, and support following participation in their induction program. This was a quantitative study of novice teachers in an urban school district. Teachers from all teaching disciplines, both at the elementary and secondary level, participated in the study. The researcher used the Novice Teacher Perceptions Assessment to survey 171 teachers. Of the 171 surveys distributed, 144 were returned and analyzed for this study. From the survey data, descriptive statistics and frequency counts were obtained for demographic information items and specific induction activities, assistance, and support. All data were analyzed for the effectiveness of teacher induction program components. The results of this study revealed that novice teachers were provided with six factors that were important to them. The factors were: information concerning the school and its culture; support for emotional stress; assistance in instructional strategies; the allocation of resources; and overall support of the induction program in relation to mentors and reflection. Perceptions were consistent among the demographics; namely, the subject taught, grade level taught, gender, age, ethnicity and environment. Novice teachers ranked ten activities they valued while in the induction program. The activities most valued were the support they received in assistance with discipline problems; feedback from observations, and the opportunity to observe other teachers. On the contrary, novice teachers least valued the support given to them relating to the physical aspect of their classrooms. This included classroom arrangement, designing bulletin boards and learning centers.

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

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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: Keri James Tawater
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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This descriptive case study examined the perceptions of 6 beginning teachers regarding the supports offered to them during their 1st year of teaching. Based on purposeful and convenience sampling through administrative recommendations, the participants included 4 middle school 6th, 7th, and 8th grade teachers in their 2nd year of teaching. I collected data from documents and multiple interviews to understand the needs of beginning teachers and how to best support them. Utilizing the social cognitive learning framework, I analyzed the results in terms of which supports provided vicarious reinforcements, self-reinforcements, and ultimately self-efficacy. These perceptions and understandings were then compared to what is recommended in the research literature. The results of the study provide insight into the perceptions and understandings of the participants as they transitioned to their new roles as teachers. Findings suggest (1) new teachers need to be formally assigned a mentor in close proximity to them, (2) administrators should explicitly schedule times for novice teachers to observe effective instructional practices, and (3) a lack of administrative support can be offset by other positive, collegial relationships. Such findings suggest multiple implications for both school building administrators and teacher preparation programs.

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

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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.

Author: Carol A. Bartell
Publisher: Corwin Press
ISBN: 0761938591
Category : Education
Languages : en
Pages : 209

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The book also contains a special emphasis on under-prepared teachers and urban schools-those most in need of effective induction and mentoring and also the group that benefits the most from these types of programmes

Author: Matthew J. Jennings
Publisher: Rowman & Littlefield
ISBN: 147586194X
Category : Education
Languages : en
Pages : 121

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Book Description
Millions of novice teachers will be entering classrooms over the next few years. Unfortunately, due to feeling overwhelmed, frustrated and unsuccessfulmany of these teachers will not stay in education. If we are to succeed in staffing our schools with effective teachers, educational leaders must do a better job of supporting these teachers early in their careers. One form of support we can improve is the teacher induction process. In combination with the book From First Year to First Rate, this book provides all of the material necessary to provide a comprehensive, systematic multi-year teacher induction program. Through reflective activities, teachers that participate in this program will establish proficiency with classroom management, professionalism, assessment and instruction.