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Examining The Relationship Between First Year Teacher Perceptions New Teacher Induction And Teacher Retention In The 21st Century
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Book Synopsis Examining the Relationship Between First-year Teacher Perceptions, New Teacher Induction and Teacher Retention in the 21st Century by : Michele A. Ferdinand
Download or read book Examining the Relationship Between First-year Teacher Perceptions, New Teacher Induction and Teacher Retention in the 21st Century written by Michele A. Ferdinand and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Across the nation school districts are faced with the dual challenge of growing student enrollment and high teacher turnover. At the same time, each year new teachers enter the profession lacking the appropriate skills required to meet the needs of students in classrooms across the nation. When teachers participate in new teacher induction, research indicates that attrition rates decrease, while teacher satisfaction and commitment levels increase. A qualitative case study method was utilized to elicit and analyze novice teachers' perspectives on the new teacher induction program in a large school district in Texas. The purpose of the study was to understand the extent to which first-year teachers perceived that the program met the needs of new teachers during their induction year, and the extent to which the program influenced their decision to remain in the district. The research problem presented in this qualitative case study was framed by the Mutual Benefits Model which is derived from Social Exchange Theory. Data were collected through the analysis of archived documents, researcher reflexivity, field notes, audio recordings and transcripts from a focus group interview, and two individualized interviews with four first-year teachers from various schools within the district. First Cycle Coding was utilized to identify concepts, and emerging themes from the interview transcripts and field notes. In this study, four specific components were examined: professional development training, collaborative support through professional learning communities, feedback and evaluation, and mentoring support. The findings suggest that the first-year teachers' experiences with the new teacher induction program were supportive and collaborative. Additionally, findings indicated that the experiences and participation in the new teacher induction program positively influenced two of the four study participants to remain in the district. One study participant did not reveal a reason for remaining, and the fourth participant cited personal reasons for remaining in the district and profession. The findings of this study can contribute to the existing research and the current new teacher induction program framework by clarifying the roles of new teachers, campus administrators and mentors. Implications suggest that the district could enhance the new teacher induction program by providing differentiated professional development for first-year teachers new to the profession, not just to the district. Additionally, implications for more research for policy should consider the elements of alternative certification programs, specifically web-based models, on pedagogy.
Book Synopsis Examining the Teacher Induction Process in Contemporary Education Systems by : Öztürk, Mustafa
Download or read book Examining the Teacher Induction Process in Contemporary Education Systems written by Öztürk, Mustafa and published by IGI Global. This book was released on 2018-08-10 with total page 395 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Novice Teachers' Perceptions of Their First Year Induction Program in Urban Schools by : Phyllis A. Charleston-Cormier
Download or read book Novice Teachers' Perceptions of Their First Year Induction Program in Urban Schools written by Phyllis A. Charleston-Cormier and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas by : Roberto Martinez
Download or read book An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas written by Roberto Martinez and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Perceptions of First-Year Teachers in an Urban High School by : Dawn T. Lambeth
Download or read book Perceptions of First-Year Teachers in an Urban High School written by Dawn T. Lambeth and published by LAP Lambert Academic Publishing. This book was released on 2013-01 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined beginning teachers' perceptions of mentoring and induction. The rationale for the study was that the first years of teaching are typically the most challenging for beginning teachers. Data sources included observations, interviews, and field notes. This study had three objectives: to provide an up-to-date, readable, and wide-ranging account of the perceptions of beginning teachers; to offer a guide to some of the major issues currently under discussion in the experiences of beginning teachers; and to identify some of the major deficiencies in the existing literature. Data revealed that beginning teachers desired support in classroom management, curriculum and instruction, securing resources, and discipline. Given the amount of teachers who leave the profession within the first five years, this research has the potential to reveal the influencing factors which may lead to a teachers' decision to leave the classroom or remain in the teaching profession. In identifying these factors and creating and implementing effective induction programs and support systems, there may be a way to avoid or at least decrease the high turnover rate of beginning teachers
Book Synopsis Fight Or Flight by : Carlos Lamont Comer
Download or read book Fight Or Flight written by Carlos Lamont Comer and published by . This book was released on 2007 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Addressing the Novice Teacher Turnover Crisis by : Molly Mustard McAuliffe
Download or read book Addressing the Novice Teacher Turnover Crisis written by Molly Mustard McAuliffe and published by . This book was released on 2017 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: What is learned by an action research team as they collaboratively work to develop the new teacher induction program? In order to examine the research questions, a dual-role researcher led an action research team through the creation, implementation, and evaluation of a new teacher induction program. Conclusions about new teacher induction and teacher efficacy included the following: a comprehensive new teacher induction program may prevent a first year dip in novice teacher self-efficacy; creation of a "safe" environment within an induction program, engagement with veteran teachers, and professional development targeted at new teachers' gaps in knowledge can positively influence novice teacher self-efficacy; and, a collaborative school culture can enhance the effective implementation of induction programs for novice teachers. Conclusions about the action research process included: engaged members with diverse backgrounds can enhance the effectiveness of the action research team and action research shows promise as an effective approach for creating a new teacher induction program that builds teacher efficacy.
Book Synopsis A Perceptual Analysis of Novice Teachers' Experience with New Teacher Induction, Professional Growth, and Intent to Remain in the Profession by : Delbert C. Ferster
Download or read book A Perceptual Analysis of Novice Teachers' Experience with New Teacher Induction, Professional Growth, and Intent to Remain in the Profession written by Delbert C. Ferster and published by . This book was released on 2010 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined novice teachers' perceptions of their new teacher induction program and the role that the new teacher induction program played in their intent to remain in the profession. Participants in the study included 20 second and third year teachers from a school district in southeastern Pennsylvania. Qualitative data were gathered from all 20 participants who completed the Perception of New Teacher Induction Questionnaire, a 40-item Likert scale instrument that included three open-ended questions designed to allow participants to enhance their Likert responses. Nine participants were interviewed. District documents specifically related to the new teacher induction program and researcher observations of teacher induction meetings provided additional information that was triangulated with questionnaire and interview data. Research findings showed the district effectively and adequately designed and delivered induction activities, which focused on the technical aspects of teaching, such as differentiation of instruction, and assessment, however, data revealed that new teachers perceived many of these topics to be recurrent with topics that comprised their undergraduate education classes. Research findings indicated that participants perceived the mentoring component of the district's new teacher induction program to be effective in aiding novice teachers in their assimilation to the district. Participants perceived their mentors as caring, approachable, possessing a positive outlook regarding education and the role that they played as mentor teachers, and knowledgeable of content area or grade level. Research findings revealed that a significant majority of novice teachers perceived that the district's new teacher induction program increased their self confidence and enhanced their self-efficacy; yet, participants did not indicate that the new teacher induction program promoted their desire to remain in the profession or in the district. In conclusion, participants perceived that the district's new teacher induction program could be improved if it included: more opportunities to collaborate with mentor teachers, or other teachers from the same subject area or grade level, to create lessons that align to district curriculum; the opportunity to have district curriculum at an earlier date, with consistent and on-going opportunities to work with mentor teachers; and, a multi-tiered new teacher induction program that would more effectively address individual needs of novice teachers who exhibit a wide variety of previous teaching experience.
Book Synopsis Novice Teachers' Perceptions of the Value of Induction by : Stephen J. Lindenmuth
Download or read book Novice Teachers' Perceptions of the Value of Induction written by Stephen J. Lindenmuth and published by . This book was released on 2012 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis First-year Teachers' Perceptions of Their Readiness for the Classroom by : Kathryn Pritchard
Download or read book First-year Teachers' Perceptions of Their Readiness for the Classroom written by Kathryn Pritchard and published by . This book was released on 2017 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study addresses the impact of teacher preparation programs on novice teachers’ perceived readiness for the classroom. An explanatory sequential mixed-method, three-phase design was used involving two collections of quantitative data and a focus group convened to explore themes that emerged from quantitative data. Data collected suggest whether the type of teacher preparation program completed by a preservice teacher impacts a novice teacher’s perceived sense of readiness for teaching. -- Butin (2010) discussed “translating research into effective practice has been the weak link” (p. 4) in research studies. Studying a potential connection between teacher sense of readiness for the classroom and the needs they identify that will support them in their first year may reduce teacher attrition by providing North Carolina teacher mentor programs access to the types of support teachers feel they need in order to remain in teaching and provide teacher preparation programs with suggestions for focused instruction to meet teacher perceived needs. -- This study found traditionally certified teachers’ perceptions of readiness to teach declined during their first year, whereas lateral entry teachers’ perceptions of readiness to teach increased during their first year. Strategies to address the needs identified by teachers in the study including the needs related to teacher knowledge of learners, knowledge of subject matter, and knowledge of teaching are discussed in relation to the study’s findings.
Book Synopsis New Teachers' Perceptions on Their Preparation by : Kristi J. Powers
Download or read book New Teachers' Perceptions on Their Preparation written by Kristi J. Powers and published by . This book was released on 2012 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Induction in North Carolina by : Lisa Nanette Mitchell
Download or read book Teacher Induction in North Carolina written by Lisa Nanette Mitchell and published by . This book was released on 2008 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Support for beginning teachers in North Carolina is mandated by the State Board of Education and supported through legislative mandates and. Teacher induction programs have been developed to help support and guide new teachers toward a successful career; however each Local Educational Agency (LEA) has the flexibility to establish the induction program in their district, creating a variety of models of induction across the state supporting beginning teachers (BTs). The goal of this research was to better understand the impact of induction programs in North Carolina on beginning teachers' retention. This mixed-methods study examined the current state of induction in 11 of North Carolina's LEAs in order to better understand how varying models of induction impact beginning teachers and to gather the LEAs' and BTs' perspectives about induction. The research questions investigate how the components of induction programs are implemented in North Carolina's LEAs and the perceptions of both the LEAs and BTs about the importance of these components in influencing teacher retention. This study focused on several components of LEA's induction programs (e.g., orientation, mentoring, professional development, and other resources) and explored the impact of these programs by examining the relationships between the components of induction and beginning teacher retention. The study used quantitative and qualitative data collection and analysis to document, describe and compare approaches to induction and BT perception about them. The results indicated that a wide variety of induction components are used across the 11 participating North Carolina LEAs, including various types of orientation, mentoring, and professional development. All 11 participating LEAs reported that their induction programs were beneficial in supporting their beginning teachers. However, the 378 participating BTs provided varying reports about their perceptions of the induction components offered in their districts. Overwhelmingly, BTs acknowledged that their mentor and/or resources were the most induction beneficial component."--Abstract from author supplied metadata.
Book Synopsis K-12 Teachers' Perceptions by : Michele A. Loomis
Download or read book K-12 Teachers' Perceptions written by Michele A. Loomis and published by . This book was released on 2015 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined K-12 teachers' perceptions of the impact of induction components on novice teachers, in particular performance and retention. Data was collected through an online survey instrument, open-ended questions, and interviews of K-12 teachers in four central Pennsylvania school districts. Findings indicated that teachers perceived components of induction involving the support of mentors, administrators, or teams of teachers as most beneficial to novice teachers in general, and in relation to retention and performance. Teacher participants ranked carefully selected, trained mentors as most effective in aiding teacher performance. Listed in order of participants' perceived effectiveness, other effective induction components in relation to teacher performance included collaboration with similar teachers, regular administrative support and contact, same subject/grade level mentors, and observations with constructive feedback. Regular administrative support and contact was ranked by participants as most effective induction component for retention of novice teachers. Listed in order of average rank, carefully selected, trained mentors, collaboration with similar teachers, same subject/grade level mentors, and networks of new teachers who meet regularly, were also ranked as most effective for novice teacher retention. Common induction components for novice teachers considered to be beneficial to teachers were all types of support and contact which made the novice teacher feel accepted and welcomed by the school community.
Book Synopsis Novice Teacher Perceptions of Induction Supports Provided During the First Year by : Keri James Tawater
Download or read book Novice Teacher Perceptions of Induction Supports Provided During the First Year written by Keri James Tawater and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Two Year Teacher Induction Program by : Michael E. Holtzapple
Download or read book Two Year Teacher Induction Program written by Michael E. Holtzapple and published by . This book was released on 2012 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study examined the perceptions of second year teachers, their mentors, and school administrators regarding the effects of maintaining a new teacher induction program for the second year of the teachers' careers. The study was conducted in a single school district in South-central Pennsylvania, in which a two-year induction program for new teachers was in place. Using surveys, interviews, and archival data, the study attempted to discern common themes and differences among the perceptions of the 18 respondents from the three participant groups. Results indicated broad but not unanimous perceptions of positive effects from the extension of induction to year two. Common themes included perceptions of a deepening of the mentor-novice relationship and a greater focus on improving instructional practices in year two. Negative perceptions focused primarily on issues of relevance within the induction program for non-traditional new teachers or new teachers other than those in the regular classroom. Additional negative perceptions included concerns about the logistical difficulties arising when mentors and inductees were in different buildings or grade levels.
Book Synopsis Perceptual Analysis of Novice Teachers' Experience with New Teacher Induction, Mentoring, and Principal Support by : Elaine E. Eib
Download or read book Perceptual Analysis of Novice Teachers' Experience with New Teacher Induction, Mentoring, and Principal Support written by Elaine E. Eib and published by . This book was released on 2005 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis An Examination of New Teacher Perceptions of the Effectiveness of Various Teacher Induction Components in Increasing Teacher Efficacy by : Robert J. Dangler
Download or read book An Examination of New Teacher Perceptions of the Effectiveness of Various Teacher Induction Components in Increasing Teacher Efficacy written by Robert J. Dangler and published by . This book was released on 2007 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to examine new teacher's perceptions of the effectiveness of induction programs in Pennsylvania including mentors, professional development before and during induction, teacher networking, classroom visitations, administrative support, and length of induction program. It is clear that with the effect of higher expectations on the classroom teacher through legislation like the No child Left Behind Act and the large number of new teachers leaving the field, induction issues need to be addressed. Through the research several key issues were addressed. Namely, the research examined the links between various components of induction programs and their effect on increasing the self reported efficacy of teachers. Prior research has shown that students with effective teachers have higher achievement than those that do not (Wong, 2005).
