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.

Retaining novice teachers is a major concern for school districts across the United States. At an urban high school in a Southeastern state, over 30% of novice teachers hired over a 3-year period did not return after their first year of teaching. The purpose of the study was to examine novice teachers' perceptions of support received during their first year to determine how school-based support could increase novice teacher retention. The theoretical framework was Bandura's theory of self-efficacy and the concept of teacher efficacy espoused by Tschannen-Moran, Woolfolk-Hoy, and Hoy. The research questions focused on the perceptions of novice teachers regarding (a) support received at their school, (b) the most beneficial support structures, and (c) needed training or assistance. Purposive sampling was used to select 8 novice teacher participants who met the inclusion criteria of being in their 1st to 5th year of teaching. The qualitative case study design involved a survey and an interview. Four themes emerged: the importance of having a mentor, guidance and support, professional development, and opportunities for collaboration. Findings from the study were used to develop a 2-year Teachers Supporting Teachers professional development project to address the needs identified by the novice teachers. Implications for social change include helping schools and districts plan and implement support programs for novice teachers to increase their retention.

New teachers in a southeast Texas school district are having difficulty using their time effectively for instruction while balancing a multitude of tasks. New work responsibilities for teachers are contributing to teacher burnout and early attrition. The purpose of this study was to examine new teachers and administrators perceptions of novice teacher practices and their daily use of time. Apple s theory of intensification was used as the conceptual framework for this study. A case study design was employed to answer research questions regarding how procedures and policies affect teachers time, teacher perceptions about prior experiences with managing multiple responsibilities, and how administrators can best support new teachers at work. Data were collected from 5 novice teachers and 2 administrators using open-ended researcher-designed questionnaires, semi-structured interviews, and time diaries. The data were analyzed using thematic analysis and coding to develop 3 major themes defining the needs and challenges for beginning teachers: time management, mentorship, and administrative support. A 3-day professional development project was created for new teachers and administrators to both educate beginning teachers about prioritizing tasks and effective time management and to reinforce the need for administrators to participate in induction practices. Providing induction training would enhance new teacher orientation week without adding to the regular school year workload of novice teachers. It is hoped that by training novice teachers and administrators to use teacher time effectively, positive social change could be accomplished by reducing teacher burnout and increasing new teacher retention, resulting in improved teaching and learning in the target school district.

This qualitative study was an investigation of first-year teachers who completed their teacher preparation program at large, land-grant university in the west (n=16). It explored teachers' perceptions of their first teaching year centered around the questions of challenges and successes they had encountered, whether they felt prepared for their first year by their teacher preparation program, in what areas would they have liked more instruction during their teacher preparation program, and if they felt able to implement developmentally appropriate practices (DAP) within their classroom. Study findings indicated three main areas remarked on by teachers: creating and implementing instruction and assessment; experiences of teachers; and classroom organization, management, and procedures. All of the teachers within the study had comments within the area of creating and implementing instruction and assessment. About 46% of the comments within this theme referred to whether teachers felt able to implement DAP in their classrooms. Almost 77% of teachers reported that they were able to implement DAP within their classrooms. Fourteen of the teachers had comments coded within the theme of experience. Almost 68% of those comments fell within the subtheme of student teaching experience. Over half of the teachers expressed satisfaction with their student teaching experience. Fourteen teachers also commented within the theme of classroom organization, management, and procedures. About 73% of those comments were coded within the subtheme of classroom management. Teachers reported feeling both successful and challenged within this theme, and it was also identified as an area they would have liked more instruction in during their teacher preparation programs. Five less prominent themes were also delineated: special education, teacher intrinsic qualities, teacher characteristics, child and classroom characteristics, and parent and family issues. Study findings demonstrated, as well, that most teachers felt prepared for their first year of teaching by their teacher preparation program. The majority of teachers began first teaching in a public school setting and participants were teaching students ranging from pre-school to first grade. Limitations, implications, and suggestions for future research are discussed.

It is estimated the national teacher shortage will be approximately two million by the year 2010. Thirty to 50% of new teachers leave the profession within the first 5 years. In an effort to improve teacher quality and retain teachers, many states and local school districts have instituted induction and mentoring programs. The state of Utah's Early Years Enhancement (EYE) induction and mentoring program went into effect January 1, 2003. This purpose of this study was to examine how secondary novice teachers experience the mentorship requirement of the EYE program. A phenomenological approach was used to illustrate the lived experience of 19 Utah teachers who completed the mentorship and all other requirements of the EYE program in order to earn their Level 2 License and continue on in the profession. Some of the themes that emerged from the participant interviews are congruent with the literature in terms of the benefits of a mentorship. A majority of participants reported their mentorship was beneficial because their mentor was a source of advice and information; their mentor was a confidant who also inspired confidence; and they got along with their mentor. Included in the study are unanticipated perceptions regarding the portfolio and the Praxis II requirements of the EYE program, giving a more holistic picture of what participants experienced during the mentor and induction process.

No description available.

This qualitative study focuses on how beginning teachers attain skills to engage families in the educational process. Historical rationale, theoretical frameworks, and key research findings for family engagement training during the last three decades were reviewed, studied, and analyzed for themes. A review of scholarly literature is incorporated into this inquiry to provide a lens into the scope of existing family engagement research regarding the ways in which teachers are trained how to partner with families. This study also includes discussion and analysis of state and federal policies and mandated reporting to support new teachers in engaging families, the identification of theoretical frameworks that provide insight and rationale for teacher-family partnerships, and the inclusion of pre-service beginning teacher training focusing on partnering with families in the elementary school. Data for this case study includes beginning teacher training, interviews, document analysis, and anecdotal accounts, including teacher reflective journals. Utilizing case study and participant action research (PAR) methodology, the author identifies how providing professional development opportunities for beginning teachers supports increasing teacher-family engagement. The study focuses on beginning teacher training, as well as identifying attitudes and interactions with families, emerging patterns, and further research themes. Utilizing research in this case study, I set out to identify trends in the literature, research, and participant training modules to enhance training for beginning teachers in engaging families in the educational process.

Teachers all over the country are leaving the profession at an alarming rate and by understanding the attitudes and perceptions of both first- and second-career teachers as well as novice and veteran teachers on various areas of teaching, we can begin to identify better and more specific ways to mentor and support all teachers regardless of their age, stage, and life experiences when they enter the profession. The population of the study was limited to 677 kindergarten- through eighth-grade teachers in Sevier County, Tennessee. The study revealed that whether a teacher is novice, veteran, first-career, or second-career, there is no difference in their perceptions concerning the teaching career, no difference in their perceptions regarding the various aspects and challenges of teaching and no difference in their perceptions of how teachers are perceived by colleagues. One difference was found, indicating that novice and veteran teachers have a different perception of their mentoring experiences, with novice teachers rating their mentoring experiences as more positive than veteran teachers. The majority of teachers participating in the study was happy with their chosen career and would encourage others to enter the field. Findings indicated they shared ideas with colleagues and were willing to share in return. Most said that they felt they made a difference in their students’ lives. Student behavior and time were issues of concern to the teachers in the study. Some teachers pointed out that they sometimes were not able to teach because of a student's behavior and that recent problems in society and at home have made this issue worse. Some said the paperwork associated with teaching was overwhelming, and they had difficulty completing the necessary tasks outside of instruction within a normal school day. In spite of the problems, the majority of educators said they would do it all over again.

Attrition rates continue to rise for beginning teachers. It is alarming that almost half of all new teachers leave the profession within their first 5 years. The “revolving door” that is created negatively affects student achievement. The most common solution to decreasing teacher turnover rates is implementing a comprehensive new teacher induction program. Comprehensive induction programs are designed to increase teacher efficacy, promote quality professional development, and facilitate a collaborative work environment among teachers (Alliance for Excellent Education, 2004). The purpose of this quantitative study was to examine beginning teacher induction programs in the state of North Carolina and the factors of those programs that positively contribute to teacher job satisfaction and the intention to remain in the profession as perceived by beginning teachers. Surveys were distributed to beginning teachers in 3 North Carolina school districts who were in their first, second, or third year of teaching during the 2011-2012 school year and who were still employed by their respective school district at the time of the study. Data collected focused on individual components of the induction programs, job satisfaction, and intention to remain in the profession. Pearson correlations and single sample t tests were performed to analyze the data. The results of this study found that isolated components do not positively contribute to job satisfaction, but overall satisfaction with the induction program do predict the intent to remain in the profession.

With almost half of all new teachers leaving the profession in the first few years, it is imperative that school systems find ways to support and retain these new teachers. Formal mentoring is a growing necessity. The purpose of this qualitative study was to determine the effectiveness of one school system's mentoring program. This study included 4 sets of mentor and mentee teachers. Each set consisted of a beginning teacher in her 1st year of teaching and an experienced teacher trained by the school system to serve as a mentor. This study was conducted in a rural East Tennessee School System. The qualitative interviews were conducted by meeting with the 8 participants. A list of possible participants was obtained from the central office (see Appendix A). An email was sent to each possible participant explaining the nature of the study (see Appendix B). An interview guide was used and participants signed the Informed Consent Form (see Appendix C). During the interview process, 3 commonalities were found among the 4 sets of teachers. These were the need for better training, common grade level assignments, and the overall positive experience of mentoring. All of the teachers interviewed indicated that mentoring was a positive experience. Allowing veteran teachers to reflect on and enhance their own teaching while guiding new teachers through procedures and routines is a win-win situation for all involved. This study found congruence with the review of literature. The study indicates that the mentoring program in this rural East Tennessee county to be a positive and beneficial endeavor. Recommendations for the program include extending the time for mentoring past the 1st year and striving to assign mentors to mentees within similar teaching assignments.