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Dissertation
Exploring induction: an examination of new-teacher perceptions regarding the contributions of the induction program to self-efficacy in a suburban school district in southeastern Pennsylvania
Doctor of Education (Ed.D.), Drexel University
Nov 2016
DOI:
https://doi.org/10.17918/etd-7262
Abstract
While much is known about the reasons for a percentage of new teachers leaving the profession within a five-year period, less is known about the reasons for which they stay. Job-related reasons such as student discipline, poor salaries, stress, and insufficient administrative support are most frequently cited by new teachers who are termed ""leavers"" or ""movers."" Rarely do these teachers mention the fact that they do not feel competent enough to continue in a teaching position. Often used interchangeably, competence and self-efficacy address the ability, and the belief that one has the capacity to do something successfully. Induction is the bridge that has the potential to foster self-efficacy, resulting in the retention of quality teachers. This mixed methods study examined new-teacher perceptions of the contributions that the induction program made to the levels of self-efficacy in the newly hired staff. With the use of the Teacher Sense of Efficacy Scale (TSES) administered to all new teachers having been hired in the past five years, and personal interviews with a random sampling from each induction year, this study found that the greatest influences of the induction program on teachers' beliefs about their effectiveness in the classroom setting with regard to student engagement, instructional practices, and classroom management were mentorship, collaboration, and administrative support.
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Details
- Title
- Exploring induction
- Creators
- Catherine L. Renzulli - DU
- Contributors
- Kenneth J. Mawritz (Advisor) - DU
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- x, 116 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 7262; 991014632566704721