Texas public high schools induct beginning science teachers each year; yet, little is known about how schools induct beginning teachers. The three studies included in this dissertation use a mixed methods approach to explore data collected by the Policy Research Initiative in Science Education (PRISE) Research Group during the 2007-2008 academic year. The first study focused on principals' perceptions of teacher induction. A content analysis of interviews collected from 50 principals examined principals' perceptions of teacher induction. Analyses indicated that high school principals had an overwhelmingly narrow focus of mentoring and provided mentor teachers with little support or training. Findings indicated that induction activities for beginning teachers were front-loaded before the school year began and were left in the hands of unprepared mentors during the school year. Further analyses indicated that the primary purpose of mentoring and induction for beginning teachers in Texas high schools revolved around orientation to campus policies and procedures. Beginning teachers' instructional needs appeared to be an afterthought. The second study explored beginning high school science teachers' evaluations of their induction experiences. Beginning teachers identified the best school-level induction supports received and recommended improvements for school-level induction. Teachers identified mentoring as one of the best received supports, yet also made recommendations for more structure in the mentoring experience. A comparison of beginning teachers' responses with teacher turnover found that: (a) Stayers (i.e., teachers retained at a campus) were most likely to report that they received induction support from other science teachers; (b) Movers (i.e., teachers who transferred to another campus) less frequently reported working conditions as a positive induction support; and (c) Leavers, (i.e., teachers not retained in the profession) most frequently did not identify induction support from the school. The final study compared principals' perceptions of induction and beginning teacher Movers and Leavers' evaluations of their induction experiences. Findings from this study indicated that principals were aware of induction components that were considered helpful by both Movers and Leavers. However, principals did not acknowledge what Movers and Leavers recommended for improvements to current induction practices. The final chapter provides a summary of all three studies. Recommendations are made for improving induction practices for high school science teachers. In particular, high school principals should discard their current "hands-off" approach to teacher induction and become more active in their induction experiences. Additionally, types of induction practices should increase to include more than mentoring. Moreover, policy makers should reform mentoring policies so that current practices, which have a narrow focus on school policies and procedures, are abandoned.

This study has investigated the problems experienced by female educators in relation with their job satisfaction by focussing on: The nature of job satisfaction; The problems and factors which cause job satisfaction/job dissatisfaction among female educators; To achieve these goals a literature study and an empirical study has been conducted. The literature study was undertaken by consulting primary and secondary sources. After the nature of job satisfaction and the problems causing satisfaction or dissatisfaction were established and discussed, a questionnaire was drafted. From a review of the literature, it appeared that the problems experienced by the female educators were intrinsic problems, within the classroom, outside the classroom, and within the community. A study population was used in which female educators who worked in secondary schools in the Potchefstroom District were involved. The empirical investigation indicated that the major problems experienced by the female educators were mostly outside the classroom. A minor problem for female educators appears to be that the learners are not under the obligation to tell if they are HIV/Aids infected. Also safety does not seem to be of influence on the job satisfaction of female educators in secondary schools / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

This study has investigated the problems experienced by female educators in relation with their job satisfaction by focussing on: The nature of job satisfaction; The problems and factors which cause job satisfaction/job dissatisfaction among female educators; To achieve these goals a literature study and an empirical study has been conducted. The literature study was undertaken by consulting primary and secondary sources. After the nature of job satisfaction and the problems causing satisfaction or dissatisfaction were established and discussed, a questionnaire was drafted. From a review of the literature, it appeared that the problems experienced by the female educators were intrinsic problems, within the classroom, outside the classroom, and within the community. A study population was used in which female educators who worked in secondary schools in the Potchefstroom District were involved. The empirical investigation indicated that the major problems experienced by the female educators were mostly outside the classroom. A minor problem for female educators appears to be that the learners are not under the obligation to tell if they are HIV/Aids infected. Also safety does not seem to be of influence on the job satisfaction of female educators in secondary schools / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

This thesis analyses induction programmes in low-socioeconomic New Zealand primary schools. A review of the literature indicates that effective induction is integrated and has four main components: pedagogical development, socioemotional support, professional agency, and structured balance. In addition, New Zealand’s induction programmes are reported to be strong by international standards. Literature is synthesised to create a framework of low-socioeconomic schools as induction experts. Although there have been large-scale analyses of New Zealand induction programmes, there has been no research on the integrated induction systems found in low-socioeconomic primary schools. A mixed-methods approach was used to investigate the support provided for beginning teachers (BTs) in these schools. Methods included a nationwide survey of BTs in low-socioeconomic primary schools, which was mailed to 467 primary and intermediate BTs (44% response rate). Additionally, from all 156 low-socioeconomic primary schools, five exemplar induction programmes were selected and visited throughout the 2007 school year. Survey analysis, success case methods, discourse analysis, and grounded theory methods indicated that induction in these schools is integrated and strong by international standards. Findings indicate that induction programmes in low-socioeconomic schools are pedagogical, supportive, and well structured; however, not all schools focus on enhancing the professional agency of teachers. Exemplar practices such as peer coaching, university partnerships, on-site BT support groups, curricular leadership roles, and formal programme evaluations were found at case study sites. Analyses of factor themes, cluster graphs, frequency-utility matrices, documents, events, and transcripts of meetings and interviews reveal several key findings. First, the Hauora model—a Mäori concept of balanced pedagogical, spiritual, socioemotional, and physical development—may be applicable to induction in the New Zealand setting. Second, analyses indicate that low-socioeconomic schools have relatively strong induction programmes. Third, some teachers—particularly those beginning after the start of the school year or older teachers in their second year of teaching—may receive varied support. Findings from this research may provide framing for induction programmes in New Zealand as well as for international longitudinal studies of teacher induction models.

This thesis analyses induction programmes in low-socioeconomic New Zealand primary schools. A review of the literature indicates that effective induction is integrated and has four main components: pedagogical development, socioemotional support, professional agency, and structured balance. In addition, New Zealand’s induction programmes are reported to be strong by international standards. Literature is synthesised to create a framework of low-socioeconomic schools as induction experts. Although there have been large-scale analyses of New Zealand induction programmes, there has been no research on the integrated induction systems found in low-socioeconomic primary schools. A mixed-methods approach was used to investigate the support provided for beginning teachers (BTs) in these schools. Methods included a nationwide survey of BTs in low-socioeconomic primary schools, which was mailed to 467 primary and intermediate BTs (44% response rate). Additionally, from all 156 low-socioeconomic primary schools, five exemplar induction programmes were selected and visited throughout the 2007 school year. Survey analysis, success case methods, discourse analysis, and grounded theory methods indicated that induction in these schools is integrated and strong by international standards. Findings indicate that induction programmes in low-socioeconomic schools are pedagogical, supportive, and well structured; however, not all schools focus on enhancing the professional agency of teachers. Exemplar practices such as peer coaching, university partnerships, on-site BT support groups, curricular leadership roles, and formal programme evaluations were found at case study sites. Analyses of factor themes, cluster graphs, frequency-utility matrices, documents, events, and transcripts of meetings and interviews reveal several key findings. First, the Hauora model—a Mäori concept of balanced pedagogical, spiritual, socioemotional, and physical development—may be applicable to induction in the New Zealand setting. Second, analyses indicate that low-socioeconomic schools have relatively strong induction programmes. Third, some teachers—particularly those beginning after the start of the school year or older teachers in their second year of teaching—may receive varied support. Findings from this research may provide framing for induction programmes in New Zealand as well as for international longitudinal studies of teacher induction models.

This thesis analyses induction programmes in low-socioeconomic New Zealand primary schools. A review of the literature indicates that effective induction is integrated and has four main components: pedagogical development, socioemotional support, professional agency, and structured balance. In addition, New Zealand’s induction programmes are reported to be strong by international standards. Literature is synthesised to create a framework of low-socioeconomic schools as induction experts. Although there have been large-scale analyses of New Zealand induction programmes, there has been no research on the integrated induction systems found in low-socioeconomic primary schools. A mixed-methods approach was used to investigate the support provided for beginning teachers (BTs) in these schools. Methods included a nationwide survey of BTs in low-socioeconomic primary schools, which was mailed to 467 primary and intermediate BTs (44% response rate). Additionally, from all 156 low-socioeconomic primary schools, five exemplar induction programmes were selected and visited throughout the 2007 school year. Survey analysis, success case methods, discourse analysis, and grounded theory methods indicated that induction in these schools is integrated and strong by international standards. Findings indicate that induction programmes in low-socioeconomic schools are pedagogical, supportive, and well structured; however, not all schools focus on enhancing the professional agency of teachers. Exemplar practices such as peer coaching, university partnerships, on-site BT support groups, curricular leadership roles, and formal programme evaluations were found at case study sites. Analyses of factor themes, cluster graphs, frequency-utility matrices, documents, events, and transcripts of meetings and interviews reveal several key findings. First, the Hauora model—a Mäori concept of balanced pedagogical, spiritual, socioemotional, and physical development—may be applicable to induction in the New Zealand setting. Second, analyses indicate that low-socioeconomic schools have relatively strong induction programmes. Third, some teachers—particularly those beginning after the start of the school year or older teachers in their second year of teaching—may receive varied support. Findings from this research may provide framing for induction programmes in New Zealand as well as for international longitudinal studies of teacher induction models.

This thesis analyses induction programmes in low-socioeconomic New Zealand primary schools. A review of the literature indicates that effective induction is integrated and has four main components: pedagogical development, socioemotional support, professional agency, and structured balance. In addition, New Zealand’s induction programmes are reported to be strong by international standards. Literature is synthesised to create a framework of low-socioeconomic schools as induction experts. Although there have been large-scale analyses of New Zealand induction programmes, there has been no research on the integrated induction systems found in low-socioeconomic primary schools. A mixed-methods approach was used to investigate the support provided for beginning teachers (BTs) in these schools. Methods included a nationwide survey of BTs in low-socioeconomic primary schools, which was mailed to 467 primary and intermediate BTs (44% response rate). Additionally, from all 156 low-socioeconomic primary schools, five exemplar induction programmes were selected and visited throughout the 2007 school year. Survey analysis, success case methods, discourse analysis, and grounded theory methods indicated that induction in these schools is integrated and strong by international standards. Findings indicate that induction programmes in low-socioeconomic schools are pedagogical, supportive, and well structured; however, not all schools focus on enhancing the professional agency of teachers. Exemplar practices such as peer coaching, university partnerships, on-site BT support groups, curricular leadership roles, and formal programme evaluations were found at case study sites. Analyses of factor themes, cluster graphs, frequency-utility matrices, documents, events, and transcripts of meetings and interviews reveal several key findings. First, the Hauora model—a Mäori concept of balanced pedagogical, spiritual, socioemotional, and physical development—may be applicable to induction in the New Zealand setting. Second, analyses indicate that low-socioeconomic schools have relatively strong induction programmes. Third, some teachers—particularly those beginning after the start of the school year or older teachers in their second year of teaching—may receive varied support. Findings from this research may provide framing for induction programmes in New Zealand as well as for international longitudinal studies of teacher induction models.

Made available in DSpace on 2014-06-11T19:32:09Z (GMT). No. of bitstreams: 0 Previous issue date: 2002-12-10Bitstream added on 2014-06-13T20:03:11Z : No. of bitstreams: 1 martins_saf_dr_assis.pdf: 611190 bytes, checksum: 4bd82b9de9e54ccdb4eee1c8eb64bee0 (MD5) / Ancorada em contribuições de diferentes correntes da lingüística moderna, esta investigação teve por objetivo verificar como ocorriam as aulas de língua materna do professor iniciante, visando a subsidiar o seu fazer pedagógico, bem como levá-lo a refletir sobre sua própria prática. Considerando a natureza do objeto, optou-se pela pesquisa qualitativa, desenvolvida por meio de uma pesquisa-ação e com o auxílio de alguns procedimentos pertinentes ao estudo de caso. O primeiro item analisado foi sobre a formação profissional dos sujeitos da pesquisa, oportunidade em que se pode constatar, por meio de seus relatos, que elas sentiam inseguranças e medo, no que se refere ao seu fazer pedagógico, em decorrência das lacunas da graduação. Em seguida, por meio de relatórios das professoras, analisou-se suas concepções de linguagem e de ensino de língua materna, oportunidade que se pode observar que, no início da investigação, algumas demonstraram uma forte tendência a desenvolver um ensino tradicional apegadas ao ensino de gramática nos moldes tradicionais; outras, no entanto, desde o início, já se apresentaram acessíveis a desenvolver um ensino de língua materna mais inovador. No decorrer da pesquisa-ação, constatou-se um movimento gradativo na formação e na ação dessas professoras: se no início, elas se mostravam inseguras, muito presas ao livro didático e apresentando poucos trabalhos com o texto em sala de aula... / Anchored in the contributions provided by modern linguistic trend, this investigation had as a veryfiing how de classes og mother thongue beginnig teacher take place, aiming to support their pedagogical pratice, as well as make them find their way to reflect their own practice.Concerning the nature of the object, we chose the qualitative research, developed by means of a research-acion and with the help of some of the procedure concerning the case study. As for the data coletinf, different techniques were adopted, such as the direct observation (systematic and participant), the applying of questionnaires and the accomplishment of fortnightly meetings with the subjects of the research - four beginning teachers. The first analysed item was about the subjects of the research, opportunity in which could veify, through their narratives, that felt insecurities end fears, concerning their pedagogical practice, due to the graduation insuffices. Afterwards, by means of the recordings of the teachers, we have analysed their language and mother tongue teaching concepts, when we could notice that, at the investigation, some showed a strong tendency to develop a tradicional teaching, attached as they were to the grammar teaching in the traditional frame; others, however, since the beginning, have presented accessibility to develop a more interactive approach to mother tongue teaching though the research-action, though. Meanwhilw the research-action, we verified a gradual movement in the formative aspect of these teachers action; if, at the beginning, they showed insecurity... (Complete abstract, click electronic access below)

Orientador: Ana Luiza Bustamante Smolka / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-08T03:58:06Z (GMT). No. of bitstreams: 1 Anjos_DanielaDiasdos_M.pdf: 513218 bytes, checksum: b7f27c8652d327c321e33aa3a29f6cff (MD5) Previous issue date: 2006 / Resumo: A presente investigação tem como objetivo compreender como professores de uma rede pública de ensino vivenciaram o início na profissão docente, visando entender e analisar as condições de realização do trabalho nas suas articulações com o contexto histórico-cultural no qual ele acontecia. Para tanto, optamos por entrevistar professoras que começaram a dar aulas nas últimas quatro décadas (1970-2000). Buscamos analisar como elas interpretam e falam hoje de seus primeiros anos de trabalho; como vivenciaram as demandas de sua profissão; como a legislação, as reformas educacionais, o que se produzia na academia, as relações interpessoais, as condições de vida afetavam sua atuação profissional, caracterizando expectativas e configurando seu desempenho. Assumindo uma perspectiva histórico-cultural (Bakhtin, 2003; Vigotski, 2000; Clot, 2006) procedemos a uma análise dos enunciados, destacando temas relacionados ao trabalho docente que emergiram nos relatos pessoais e que se tornaram significativos entretecidos à história e às políticas da educação em termos mais abrangentes / Abstract: The purpose of this study is to understand how public school teachers experienced the beginning of their profession, and to analyze the concrete conditions of such work within the historical cultural context in which it happened. In order to do so, we choose to interview teachers who started their teaching practice in the last four decades (1970-2000). We attempted to analyze how they interpret and speak today about their first years of teaching; how they lived the demands of their profession; how legislation, educational reforms, academic production, interpersonal relationships, their life conditions, affected their professional ways of acting, building expectations and configuring their performance. Assuming a historical cultural perspective (Bakhtin, 2003; Vigotski, 2000; Clot, 2006), we proceeded to an analysis of the teachers¿ enunciations, highlighting themes related to the teaching profession which emerged in their talks and became meaningful interwoven to educational history and educational policies / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

The purpose of this study was to determine how the involvement of the principal and assistant principal in the beginning teacher (BT) induction process influences both self-efficacy and retention from the perspective of beginning teachers in a rural district in northwestern North Carolina. While research exists that highlights the importance of an induction process for beginning teachers in their first year of teaching and the need for fostering self-efficacy among beginning teachers, little analysis has been conducted specifically on the role of the principal or assistant principal in building beginning teachers’ self-efficacy during that process. The underlying framework of this research study focused on principal leadership as it supports a beginning teacher induction program fostering self-efficacy, effectiveness, and retention. Data collection strategies included individual, semi-structured interviews, and document review. Analysis of data occurred in three phases: (a) categorization of data using emergent codes through horizontalization; (b) identification of topic clusters using thematic analysis; and (c) re-examination of the data. The analysis of the interview data was based on the theoretical proposition that principals play an integral role in fostering self-efficacy and retention among beginning teachers. The credibility of the analysis was protected by triangulation of the data through multiple sources, including multiple sources of evidence, member checking, and peer review. The results revealed that beginning teacher self-efficacy and retention were inherently related to principal or assistant principal engagement through supportive services. The results show that while beginning teachers require and benefit from district-level induction support, they are aware of the need for and seek out school-level involvement from their principal and assistant principal. Three overarching themes emerged from the analysis of the data: (1) human resource support, (2) environmental support, and (3) structural support.