Teacher induction programs are a means to support and guide new teachers in
bridging the gap between pre-service preparation and assuming the role as a professional
educator. This qualitative case study reviews the perceptions of second-year teachers
regarding the induction program, Beginning Educators Support and Training (BEST)
they experienced. The in-depth study explores the relationship between an induction
program in a small urban Texas school district and the second-year teachers participating
in that program. The participants in the study were three, second-year elementary
teachers. The methods of data collection were one-on-one interviews, a questionnaire,
and journal responses from all participants. My research question was: What are the
second-year teachers' perceptions of the BEST program?
In addressing this question, this study obtained responses to four sub-questions:
1) Do the second-year teachers? perceptions of the BEST program correlate with
their perceived effectiveness as teachers? 2) What are the problems new teachers face?
3) How do second-year teachers perceive the impact administrators have on induction programs and new teachers? and, 4) What components of the induction program are
recognized by these second-year teachers?
Research supports the assertion that new teacher induction programs have been
proven to provide support to new teachers in the critical first few years, and this study
supported the induction process in relation to the new teacher socialization process and
transitioning from pre-service preparation to classroom teacher of record. The induction
process was not the salient factor the teacher participants attributed to their job
satisfaction and to their remaining in the school district. However, the support, nurturing,
and guidance provided through the mentoring culture fostered by the BEST program
were significant to the subjects' teaching success during their critical first years of
teaching.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/ETD-TAMU-2009-12-7521 |
| Date | 2009 December 1900 |
| Creators | Eidson, Karla W. |
| Contributors | Helfeldt, John, Zellner, Luana |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Book, Thesis, Electronic Dissertation, text |
| Format | application/pdf |
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