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.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etd-2285 |
| Date | 01 May 2013 |
| Creators | Reeder, Hannah S |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
| Rights | Copyright by the authors. |
Page generated in 0.0017 seconds