New teacher development in an urban district : a mixed-method study of a new teacher induction institute as professional development.
Date on Master's Thesis/Doctoral Dissertation
Department of Teaching and Learning
Larson, Ann Elisabeth
Teacher induction; Mentoring; Factor analysis; Socialization
First year teachers--In-service training; Teacher turnover; Teachers--Job satisfaction
Experts attribute the teacher shortage to an increase in population while others cite the retirement of a critical mass of baby boomers who came into teaching in the mid to late twentieth century. Other experts argue that the teaching shortage is due to attrition of teachers new to the field. Job dissatisfaction, disillusionment, poor working conditions, low pay and lack of respect are cited in research as reasons for an exodus from teaching. Numerous reasons have contributed to teachers leaving the field in alarming numbers, resulting in not enough pre-service teachers in supply to fill the current demand for teaching. This study examined the perceived effectiveness of a large urban school district's New Teacher Induction institute by newly hired teachers who attended in 2008-09,2009- 10, and 2010-11. Quantitative and qualitative measures were used to examine if the district's week-long induction program assisted newly hired teachers by providing support. A total of 1270 teachers were invited to participate in an online survey and focus interview groups, with 245 teachers responding to the survey and five focus group participants agreeing to interview. Descriptive statistics were analyzed using constructs of student learning, student needs, critical thinking, and instructional leadership strategies. A factor analysis was performed to look at newly hired teachers' expectations and attitudes about the urban school district-wide new teacher induction program; differences in the perceptions of teachers attending the program across three years; differences in perceptions between traditional certification and alternative certification prepared teachers; and differences in perceptions of inexperienced new teachers and experienced new teachers. The researcher reduced the 28 online survey item responses and qualitative data analysis from five focus group participants to three factors and emergent themes: teacher efficacy, holistic teacher, and teacher leader. An ANOVA was run using demographic data from 190 respondents, with the three new themes as an analysis framework. The results indicated no significance at the p =0.05 level.
Johnson-Leuze, Vicki, "New teacher development in an urban district : a mixed-method study of a new teacher induction institute as professional development." (2012). Electronic Theses and Dissertations. Paper 704.