Novice Teacher Perceptions Of Induction Supports Provided During The First Year
DOWNLOAD
Download Novice Teacher Perceptions Of Induction Supports Provided During The First Year PDF/ePub or read online books in Mobi eBooks. Click Download or Read Online button to get Novice Teacher Perceptions Of Induction Supports Provided During The First Year book now. This website allows unlimited access to, at the time of writing, more than 1.5 million titles, including hundreds of thousands of titles in various foreign languages. If the content not found or just blank you must refresh this page
Novice Teacher Perceptions Of Induction Supports Provided During The First Year
DOWNLOAD
Author : Keri James Tawater
language : en
Publisher:
Release Date : 2023
Novice Teacher Perceptions Of Induction Supports Provided During The First Year written by Keri James Tawater and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023 with categories.
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.
Novice Teachers Perceptions Of Their First Year Induction Program In Urban Schools
DOWNLOAD
Author : Phyllis A. Charleston-Cormier
language : en
Publisher:
Release Date : 2010
Novice Teachers Perceptions Of Their First Year Induction Program In Urban Schools written by Phyllis A. Charleston-Cormier and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with categories.
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.
Novice Teachers Perceptions Of The Value Of Induction
DOWNLOAD
Author : Stephen J. Lindenmuth
language : en
Publisher:
Release Date : 2012
Novice Teachers Perceptions Of The Value Of Induction written by Stephen J. Lindenmuth and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with First year teachers categories.
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.
Second Year Teacher Perceptions Of A Teacher Induction Program
DOWNLOAD
Author : Karla W. Eidson
language : en
Publisher:
Release Date : 2011
Second Year Teacher Perceptions Of A Teacher Induction Program written by Karla W. Eidson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.
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.
Examining The Relationship Between First Year Teacher Perceptions New Teacher Induction And Teacher Retention In The 21st Century
DOWNLOAD
Author : Michele A. Ferdinand
language : en
Publisher:
Release Date : 2016
Examining The Relationship Between First Year Teacher Perceptions New Teacher Induction And Teacher Retention In The 21st Century written by Michele A. Ferdinand and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with categories.
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.
Perceptual Analysis Of Novice Teachers Experience With New Teacher Induction Mentoring And Principal Support
DOWNLOAD
Author : Elaine E. Eib
language : en
Publisher:
Release Date : 2005
Perceptual Analysis Of Novice Teachers Experience With New Teacher Induction Mentoring And Principal Support written by Elaine E. Eib and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with School principals categories.
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.
Teacher Induction Exploring The Satisfaction Struggles Supports And Perceptions Of Novice Teachers
DOWNLOAD
Author :
language : en
Publisher:
Release Date : 2012
Teacher Induction Exploring The Satisfaction Struggles Supports And Perceptions Of Novice Teachers written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with categories.
The Perceptions And Effects Of One School District S Teacher Induction Program
DOWNLOAD
Author : Beth Ann Moore
language : en
Publisher:
Release Date : 2007
The Perceptions And Effects Of One School District S Teacher Induction Program written by Beth Ann Moore and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with Education, Elementary categories.
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.
An Evaluation Of The New Teacher Perceptions Of The New Teacher Induction Program In A Suburban School District In Southwest Texas
DOWNLOAD
Author : Roberto Martinez
language : en
Publisher:
Release Date : 2014
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 has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with categories.
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.
Novice Teachers Self Efficacy And Instructional Practice
DOWNLOAD
Author : Kimberly Tew
language : en
Publisher:
Release Date : 2017
Novice Teachers Self Efficacy And Instructional Practice written by Kimberly Tew and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with Teachers categories.
Developing instructional competence and self-efficacy--as with mastery of any occupation--may take years of practice. However, most districts only offer one year of induction support (Ingersoll & Kralik, 2004). Multi-year induction programs--and studies about how these multi-year programs might influence self-efficacy and instruction--are extremely rare. I serve as an administrator in a New Jersey district with a four-year induction program. The purpose of this qualitative evaluation case study was to consult the district's second, third, and fourth-year teachers to explore their perceptions of the multi-year induction program and how they felt it influenced their self-efficacy and instructional practice. The research question guiding the study was: From a novice teacher's perspective, in what ways does the multi-year induction program in the Robbinsville School District contribute each year to changes in his/her self-efficacy and instructional practice? Data collection included focus groups and anonymous surveys for each cohort of teachers as well as professional development evaluation forms to compare how each year of induction might have influenced teachers' perception of their self-efficacy and instructional practice. Five themes related to the contribution of the multi-year program were identified. First, participating in the multi-year program communicated to teachers that mastery developed over time. Second, having multiple years to refine their instructional practice enabled teachers to feel more comfortable taking risks with instructional strategies and teacher leadership. Third, the program helped novices to develop instructional strategies as they progressed through each year of the program. Fourth, the induction process encouraged novices to "bridge the divide" and build relationships with fellow cohort members, veteran colleagues, and administrators. Finally, inducted novices routinely sought vicarious experiences to improve their instruction and self-efficacy. Suggestions for improvement included providing more choice in professional development, helping administrators and mentors become more aware of novices' needs, and offering additional opportunities for vicarious learning. Study participants consistently reported that the four-year program, though it required more responsibilities than a traditional one-year program, positively influenced their self-efficacy and instructional practice each year. Findings from this study will provide insight on how to improve the design and implementation of this, and possibly other, multi-year induction programs.