Date of Award
Summer 8-1-2014
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Leadership
Abstract
The ultimate purpose of any school is the success and achievement of its students‖ (Wong, 2004a, p. 41). As studies confirm ―teacher and teaching quality [as one of] the most powerful predictors of student success‖ (Wong, 2004a, p. 41) in an educational setting, research about the experiences of beginning teachers and teacher induction programs continues to emerge. Consequently, as induction programs continue to grow and change to meet the various needs of beginning teachers across our nation, efforts to determine if desired results are being achieved must be considered. Therefore, the beliefs and perceptions of various stakeholders concerning the elements of induction programs and induction practices that are considered to be the most effective in increasing teacher competence are of great importance. This qualitative case study described beginning teachers‘, mentors‘, building-level administrators‘, and program coordinators‘ beliefs about the elements of induction programs and induction practices perceived to be the most effective for increasing teacher competence. More specifically, it examined their beliefs regarding the importance of a comprehensive induction program that embodies the key components of a ―lifelong professional development program to keep [all] teachers improving toward increasing their effectiveness‖ (Wong, 2004a, p. 42). Through the use of individual interviews, insight was gained about the views and opinions of stakeholders concerning teacher induction programs in two school districts located in Indiana. In the analysis of data, five distinct themes emerged from this case study. Not surprisingly, induction programs varied across school districts, but they also shared common characteristics, practices, and goals. The iv role of the mentoring process is to provide support to new or beginning teachers. In addition, the mentoring process is perceived to be one of the most effective components of new teacher induction programs. Stakeholders believed professional development offered through induction programs builds skills that result in student achievement. Finally, teacher induction programs help districts prepare, support, and retain new teachers.
Recommended Citation
Simmers, Lynn Pretorius, "A Qualitative Study of Stakeholders‘ Beliefs About the Elements Of Teacher Induction Programs Most Effective in Increasing Teacher Competence" (2014). All-Inclusive List of Electronic Theses and Dissertations. 145.
https://scholars.indianastate.edu/etds/145
Included in
Ancient History, Greek and Roman through Late Antiquity Commons, Cultural Resource Management and Policy Analysis Commons, History of Art, Architecture, and Archaeology Commons, History of Science, Technology, and Medicine Commons, History of the Pacific Islands Commons, Holocaust and Genocide Studies Commons, Lesbian, Gay, Bisexual, and Transgender Studies Commons, Literature in English, Anglophone outside British Isles and North America Commons, Literature in English, North America, Ethnic and Cultural Minority Commons, Other Feminist, Gender, and Sexuality Studies Commons, Other Film and Media Studies Commons, Other French and Francophone Language and Literature Commons