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Second Year Teacher Perceptions Of A Teacher Induction Program
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Book Synopsis Second-year Teacher Perceptions of a Teacher Induction Program by : Karla W. Eidson
Download or read book Second-year Teacher Perceptions of a Teacher Induction Program written by Karla W. Eidson and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
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 Second Year Teachers Perceptions of Induction Program Training and Support and Their Level of Teacher Efficacy when Working with Diverse Students by : Sharmila Sohl Kraft
Download or read book Second Year Teachers Perceptions of Induction Program Training and Support and Their Level of Teacher Efficacy when Working with Diverse Students written by Sharmila Sohl Kraft and published by . This book was released on 2005 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Fifth Year Teacher Perceptions of Induction Programs Upon Teacher Retention by : Arleen Norris Reinhardt
Download or read book Fifth Year Teacher Perceptions of Induction Programs Upon Teacher Retention written by Arleen Norris Reinhardt and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Teacher Perceptions of the Instructional Practices in an Online New Teacher Induction Program by : Dennis Joseph Large
Download or read book Teacher Perceptions of the Instructional Practices in an Online New Teacher Induction Program written by Dennis Joseph Large and published by . This book was released on 2016 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: "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.
Book Synopsis The Perceptions and Effects of One School District's Teacher Induction Program by : Beth Ann Moore
Download or read book The Perceptions and Effects of One School District's Teacher Induction Program written by Beth Ann Moore and published by . This book was released on 2007 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher induction programs are seen as a means to support and guide new teachers in bridging the gap between pre-service preparation and assuming the role as a professional. This qualitative case study looked at the perceptions of second year teachers new to the teaching profession and the effects of the induction program they experienced. The in-depth study explains the relationship between an induction program in a suburban Indiana school district in addition to the intentions and motivating factors associated with the program. The participants in the study consisted of five, second year elementary teachers, two building principals, and the Human Resource Director of the school district. The methods of data collection included one-on-one interviews with all participants, group interviews with the teachers, and observations of New Teacher Induction Seminars for first year teachers led by the Human Resource Director. The effects associated with the new teacher induction program are reflected through an interpretive lens. My research question was: What are the perceptions of new teachers completing the induction program and remaining in the school district beyond the critical first few years? The dynamics and complexity of new teacher induction programs have been proven to give support to new teachers in the critical first few years, and this study supported the induction process in regards to the social process and transitioning from pre-service preparation to classroom teacher. The induction process was not the salient factor the teacher participants attributed to their job satisfaction and to their remaining in the school district. The support, nurturing, and guidance provided through mentoring, principal's encouragement, and colleagues were the key components the teachers regarded as significant to their teaching success during years one and two.
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 New Teacher Induction by : Warren Hunter (Ph. D.)
Download or read book New Teacher Induction written by Warren Hunter (Ph. D.) and published by . This book was released on 2016 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative program evaluation was to examine the impact a two-year new teacher induction program had on teachers feelings of support, satisfaction, and self-efficacy. The program purports that higher feelings of support, satisfaction, and self-efficacy in teachers will lead to lower teacher attrition. In turn, research shows that if teachers stay at a school they are more likely to improve their instruction and positively impact student performance. The goal of the study was to identify areas of the induction program that work well in increasing teachers perceptions positively in the three focus areas and to look for ways to improve the program moving forward to better serve future new hires at the school. Data were gathered through an interview process with ten questions focusing on the three main research areas of support, satisfaction, and self-efficacy. Participants included the eight teachers that had most recently completed the two-year induction program. The teachers reported feeling high levels of support, satisfaction, and self-efficacy following their two years at the school, but the impact the induction program had on those levels was mixed. A number of non-induction related activities were identified that also impact the teachers levels in the three focus areas. Recommendations were made to strengthen identified areas of induction already in place that were important to the participants as well as additions that could be added to the induction program in order to maximize the effectiveness of the program.
Book Synopsis Teacher Induction and Mentoring by : Juanjo Mena
Download or read book Teacher Induction and Mentoring written by Juanjo Mena and published by Springer Nature. This book was released on 2022-01-01 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
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 The Impact of Induction on Teacher Retention by : Melissa J. Bonds
Download or read book The Impact of Induction on Teacher Retention written by Melissa J. Bonds and published by . This book was released on 2015 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Retention of beginning teachers continues to be the struggle for districts, including large urban districts, similar to Milwaukee Public Schools. The purpose of the study is to identify the aspects of induction which impact first year teacher retention within a large urban district. The study was conducted in a large urban school system and focused on beginning teachers and their perceptions of the support they received. Beginning teachers were defined as individuals in their first year of teaching. The study examined those beginning teachers new to teaching during the 2013-2014 school year. These beginning teachers could've been hired at any point in the year. The study was guided by two sub-questions: What are the new teachers' perceptions of the informational, emotional, instructional support received, resource allocation, and the overall support provided to them during their participation in the teacher induction program at the district level and school level? What activities of the induction program are identified as being most and least valued by the new teacher in the induction program at the school and at the district? This study employed a sequential mixed method exploratory study design and was gathered in phases in which both qualitative and quantitative procedures were used. The research implemented the use of a survey, interviews and focus groups sequentially. In the first phase of the study, beginning teachers were surveyed online using Survey Monkey. The data was then analyzed using Survey Monkey and SPSS. In both the second and third phase of the study, beginning teachers were randomly selected from the original list of new hires. In phase two, the participants were invited to participate in an interview and in the third phase to participate in a focus group. Due to the role of the researcher, the interviews and focus groups were conducted by a research assistant. The findings indicate that beginning teachers who participate in a comprehensive induction program, which includes, professional development, a mentor at the school and from the district, and peer support are more likely to be retained adding continuity and expertise to a school district.
Book Synopsis Perceptions of Untenured Teachers on the Effectiveness of District Induction Programs by : Sam Ahmed
Download or read book Perceptions of Untenured Teachers on the Effectiveness of District Induction Programs written by Sam Ahmed and published by . This book was released on 2021 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
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 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 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 First-year Teachers' Perceptions of Mentors' and Principals' Participation in the Induction Process by : Frances Vereen Young
Download or read book First-year Teachers' Perceptions of Mentors' and Principals' Participation in the Induction Process written by Frances Vereen Young and published by . This book was released on 2007 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study was to determine the perceptions of first-year teachers in the state of Georgia regarding the extent to which mentors and principals participated in the induction of first-year teachers. Questionnaire data were collected from 105 first-year teachers within the Central Savannah River Area in the State of Georgia. The data were reported based on the following themes: Staff Support; Curriculum Support; Parental Communication; and Student Needs. This study found that statistically significant differences were evidenced between mentors participation in the induction activities of first-year teachers and the degree to which principals participated in the induction activities of first-year teachers. Overall, mentors were involved in first-year teachers induction activities to a moderate extent. However, first-year teachers indicated that principals were involved in induction activities to a minimal extent. The findings also indicated significant differences were identified based on gender and school level assignment of first-year teachers as it related to principals participation. With guidelines from the Georgia State Department of Education through the Georgia Mentor Teacher program, mentors participated in the induction process to a higher extent than principals by being more involved in first-year teacher induction 2 activities. One of the conclusions suggests that success of the induction process for first-year teachers is dependent on the role of the mentor. Additional research into the differentiation of the roles of the principal and mentor in induction programs is recommended.
Book Synopsis Novice Teachers' Perceptions of the Induction Program by : Joan I. Checchia
Download or read book Novice Teachers' Perceptions of the Induction Program written by Joan I. Checchia and published by . This book was released on 2008 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study was designed to examine the perceptions of novice teachers, as well as mentors, on which aspects of new teacher induction meet both the professional and personal needs of novice teachers. This allows for a discussion of how an induction program may be strengthened. For this study, qualitative techniques, including surveys and focus group interviews with various participants, were used. These methods were triangulated by analyzing school district Induction Program documents. Research findings showed the aspects that the participants perceived as giving the highest level of support, and those being somewhat supportive. Data analysis also showed what aspects of the induction program participants perceived could be improved.
