Date of Award

Spring 5-2019

Degree Type

Dissertation

Degree Name

EdD Education Leadership, Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Michael Kuchar, Ph.D.

Committee Member

Martin Finkelstein, Ph.D.

Committee Member

Sara Becker, Ph.D.

Keywords

Induction, Mentor

Abstract

Teaching is one of the few professions in which the novice is expected to perform the same responsibilities as their veteran counterparts from Day 1. Induction, the process of introducing a new teacher into the profession, can be categorized as a formal or informal process that encompasses all organizational aspects of the school district, both academic and socially. It is a time when new teachers are learning to teach and having to teach. This process can be a time of growth or a time of unease for new teachers, sometimes affecting their decisions to remain in the profession. The content and quality of induction programs vary from state to state, district to district, and sometimes from school to school.

The purpose of this study was to explore the perceptions of similarly prepared new teacher’s induction programs. This study was designed to identify new teachers who had been teaching for less than 5 years and participated in some facet of the Teacher Effectiveness and Accountability for the Children of New Jersey (TEACHNJ) Act of 2012. This study was an exploration of the components of teacher induction programs and the perceptions of the teachers who participated in such programs. For this study, a survey was designed to explore what elements of induction were provided to the participants and what benefit, if any, was derived from such elements.[JP1]

The results of this study showed new teachers regard elements of induction programs as important factors in their success as new teachers. Being assigned a mentor early in their teaching career, being able to collaborate with other teachers, and having relevant professional development all played a vital role in their decision making process to remain in the teaching profession.

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