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Author: Karla W. Eidson Publisher: ISBN: Category : Languages : en Pages :
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: Karla W. Eidson Publisher: ISBN: Category : Languages : en Pages :
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: Arleen Norris Reinhardt Publisher: ISBN: Category : Employee retention Languages : en Pages :
Book Description
Due to teacher shortages, school districts have offered incentives and alternative licensure programs. Recently, however, school districts have shifted the focus from recruitment to one of teacher retention which places an emphasis upon beginning teacher induction programs. These programs help teachers improve in their craft of teaching, help teachers remain satisfied with their jobs, help teachers enculturate into the districts in which they work, and help to improve student achievement. This quantitative study examined fifth year teachers' perceptions of their induction programs in terms of teacher retention. The 280 eligible teachers from three different school districts were asked to participate by completing an electronic survey, which asked questions regarding their experiences and perceptions of their induction program, and by participating in a focus group session. No statistical significance was shown between the different components of the induction program and teacher retention. However, by examining the means of responses given and the frequencies, reviewers may be able to glean information, indicating which components were more positively perceived by teachers. Findings suggest that learning styles, attitudes, and professional growth needs have more of an impact upon teacher perception of the value of the different components. In order to retain good teachers in the classroom, staff developers need to offer a wide range of professional growth opportunities. For the staff developer, designing an induction program which meets the needs and learning styles of all beginning teachers becomes problematic.
Author: Christopher C. Watson Publisher: ISBN: Category : First year teachers Languages : en Pages : 103
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: Dennis Joseph Large Publisher: ISBN: Category : First year teachers Languages : en Pages : 166
Book Description
"This qualitative case study examined the perceptions of new teachers regarding an online version of a new teacher induction program. The need for the study is based on (a) the increased need to train new teachers, (b) the limitations of traditional new teacher induction programs, and (c) the affordances of an online version of an induction program. Although teacher induction programs have been studied for two decades, online versions of these specific programs are appropriate for current study because they are relatively new and those who implement such programs would benefit from knowing more about their best practices. In 2013, the Riverside County Office of Education began implementing an online version of its induction program as an alternative choice to its face-to-face program in order to meet the needs and demands of new teachers in a flexible and individualized manner. The population of 331 participants in the online version of the new teacher induction program was the focus of this study. The research question asked how educators in an online K-12 teacher induction course on pedagogical practices perceived the effectiveness of instructional practices used in the course and to what extent those practices affected their own teaching. The data collected and analyzed in the study came from a survey of all program participants, interviews with a subset of participants, and archival documents provided by the program administrators. The results of the study revealed (a) 33-year-old to 42-year-old age group was significantly more satisfied with the induction program than any other age group, (b) females were significantly more likely than males to be "very satisfied" with the induction program, (c) participants who rated themselves as "very satisfied" with the induction program were significantly more likely to remain in teaching, (d) participants in the fully online program were significantly more likely than the distance model participants to remain in teaching, and (e) participants in the fully online program were significantly more likely than the distance model participants to make changes in their teaching practice as a result of the induction program. The findings indicate a need for further study of age and gender and how they relate to program satisfaction and to teacher retention. Additionally, the results suggest a need for more research on how the affordances of online learning can affect the outcomes of an online teacher induction program."--Boise State University ScholarWorks.
Author: Phyllis A. Charleston-Cormier Publisher: ISBN: Category : Languages : en Pages :
Book Description
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: Sarah F. Hensley Publisher: ISBN: Category : First year teachers Languages : en Pages : 210
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: Carey Anne Cushman Publisher: ISBN: Category : First year teachers Languages : en Pages : 143
Book Description
Author's abstract: In recent decades, researchers have made considerable contributions to the field of teacher induction. Yet limited research has been conducted on how Georgia school districts incorporate induction programs and their perceived impact. This mixed-methods study used a pragmatic approach to identify the induction supports offered in three East Central Georgia school districts and investigate induction phase elementary teachers’ perceptions of these induction supports. Analysis of survey and focus group data identified three supports critical to teacher induction (1) mentoring, (2) needs-based professional support and development, and (3) peer observations. Recommendations were also made for improving current induction practices to include adding more collaborative induction components such as scheduled release time for peer observations and planning; assignment of grade/subject alike mentor; and job-embedded learning. This study extends the existing body of induction research and provides a lens for district leaders to focus future induction planning with particular focus on East Central Georgia.
Author: Roberto Martinez Publisher: ISBN: Category : Languages : en Pages :
Book Description
The purpose of this study was to evaluate the new teacher perceptions of the New Teacher Induction Program in a suburban school district in southwest Texas. The evaluation provided district leaders with critical feedback from the new teachers on their background, perceptions of their first year of teaching and the teacher induction program. The study consisted of analysis and evaluation of the district-administered New Teacher Induction Survey that was sent via a unique survey link to 240 new teachers to the district during the 2013-2014 school year. The quantitative study involved descriptive statistical analysis of closed survey responses. The results of this quantitative study revealed information as to the various backgrounds of new teachers in a suburban school district in southwest Texas. It was found that the district had higher averages than the state of new teachers to the profession, along with alternatively certified teachers. The study also revealed new teacher perceptions during their induction period of mentoring and coaching, as well as perceptions about school culture and climate, administration support, teacher performance and evaluation, and professional learning. Descriptive statistics revealed that the new teachers to the district perceived their mentoring and coaching experiences to be marginal. Overall support provided by mentors was not perceived by new teachers to be at a high level, but new teachers felt positively about the accessibility of their mentors. The new teacher perceptions of their school's culture and climate were positive. An overwhelming majority felt a sense of belonging and that the whole school community was invested in their development. It was revealed that new teachers received marginal administration support during their first year of induction; particularly in the areas of individual face to face meetings, classroom observations, and the modeling of lessons and behavior management strategies. The study found that new teachers had a positive experience with the teacher performance and evaluation process. An overwhelming majority felt that information given to them by their administration was in line with the Professional Development and Appraisal System (PDAS) process, and that this information was clear and understandable. Also, it was revealed that new teachers had positive experiences with professional learning on classroom management and building relationships. New teachers did not perceive their professional learning opportunities on working with diverse parent and student groups to be effective. In particular, working with special education students and families was the highest reported need for additional professional learning. In addition to providing perspectives of why induction is necessary due to obvious benefits and teacher attrition rates, the study considered the unique recruitment and retention demands of a rapidly growing suburban school district in southwest Texas. The study provides a historical perspective of induction and describes the components of a successful induction program. Results from the study will allow stakeholders in the district to consider the new teacher perceptions on the success of each component and determine the overall effectiveness of the New Teacher Induction Program, which may influence future practice.
Author: Frances Leonor Publisher: ISBN: Category : First year teachers Languages : en Pages : 280
Book Description
This study was conducted to identify new teachers' perceived levels of importance and satisfaction with the components of the teacher induction programs among Association of Christian Schools International accredited schools in California. Based on the findings, it was concluded that there is a need for structured and systematic induction programs in Christian schools with the resulting recommendation that such schools develop and/or enhance their induction programs by incorporating those components that are both important and satisfying to new teachers.
Author: Karla W. Eidson
Author: Karla W. Eidson
Author: Arleen Norris Reinhardt
Author: Christopher C. Watson
Author: Dennis Joseph Large
Author: Phyllis A. Charleston-Cormier
Author: Joseph J. Marcin
Author: Sarah F. Hensley
Author: Carey Anne Cushman
Author: Roberto Martinez
Author: Frances Leonor