New teacher development in an urban district : a mixed-method study of a new teacher induction institute as professional development.

Teacher induction;Mentoring;Factor analysis;Socialization

Vicki Johnson-Leuze

University:University of Louisville

Department:Department of Teaching and Learning

关键词: Teacher induction;    Mentoring;    Factor analysis;    Socialization;   

Others  :  https://ir.library.louisville.edu/cgi/viewcontent.cgi?article=1703&context=etd

美国|英语

来源: The Universite of Louisville's Institutional Repository

【 摘 要 】

Experts attribute the teacher shortage to an increase in population while otherscite the retirement of a critical mass of baby boomers who came into teaching in the midto late twentieth century. Other experts argue that the teaching shortage is due to attritionof teachers new to the field. Job dissatisfaction, disillusionment, poor workingconditions, low pay and lack of respect are cited in research as reasons for an exodusfrom teaching. Numerous reasons have contributed to teachers leaving the field inalarming numbers, resulting in not enough pre-service teachers in supply to fill thecurrent demand for teaching. This study examined the perceived effectiveness of a large urban school district's New Teacher Induction institute by newly hired teachers who attended in 2008-09,2009-10, and 2010-11. Quantitative and qualitative measures were used to examine if thedistrict's week-long induction program assisted newly hired teachers by providingsupport. A total of 1270 teachers were invited to participate in an online survey andfocus interview groups, with 245 teachers responding to the survey and five focus groupparticipants agreeing to interview. Descriptive statistics were analyzed using constructsof student learning, student needs, critical thinking, and instructional leadership strategies. A factor analysis was performed to look at newly hired teachers' expectationsand attitudes about the urban school district-wide new teacher induction program;differences in the perceptions of teachers attending the program across three years;differences in perceptions between traditional certification and alternative certificationprepared teachers; and differences in perceptions of inexperienced new teachers andexperienced new teachers. The researcher reduced the 28 online survey item responsesand qualitative data analysis from five focus group participants to three factors andemergent themes: teacher efficacy, holistic teacher, and teacher leader. An ANOVA wasrun using demographic data from 190 respondents, with the three new themes as ananalysis framework. The results indicated no significance at the p =0.05 level.