Novice teachers' perceptions of their first year induction program in urban schools
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 disci...
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| Format: | Others |
| Language: | en_US |
| Published: |
2010
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| Online Access: | http://hdl.handle.net/1969.1/ETD-TAMU-1775 http://hdl.handle.net/1969.1/ETD-TAMU-1775 |
| Summary: | 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. |
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