EXAMINING THE RELATIONSHIP BETWEEN FIRST-YEAR TEACHER PERCEPTIONS, NEW TEACHER INDUCTION AND TEACHER RETENTION IN THE 21ST CENTURY
Ferdinand, Michele A.
MetadataShow full item record
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.
Showing items related by title, author, creator and subject.
A case study of the influence of professional friendships among teachers on teacher retention, school culture, teacher performance, and student performance Madrid, Dominic; 0000-0002-8066-9542 (2016-05)The manner in which teacher friendships influence teacher retention, student performance, and the influence they have on the quality of the school’s learning environment has not been studied in great depth. Many studies ...
Teacher Perceptions Regarding Teacher Retention in an Urban Middle School: What School Leaders Need to Know Parker, Marilyn (2014-12)The new terminology in public school districts is “urban education” which breeds an entirely new scope of needs for public urban school success. Teachers who work in urban schools with large numbers of low socio-economic ...
Knowledge and Characteristics of Emerging Mathematics Teacher Leaders: Becoming a School-based Middle School Teacher Leader Siegmyer, Maryann (2011-05)Mathematics teacher leaders and their capacity to facilitate significant change within secondary mathematics classrooms on a campus is affected by mathematics, pedagogical content, curricular, and contextual knowledge. ...