ERIC Number: EJ1207274
Record Type: Journal
Publication Date: 2018
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2147-0456
EISSN: N/A
An Analysis of Effective Support Structures for Novice Teachers
Warsame, Kitty; Valles, James
Journal of Teacher Education and Educators, v7 n1 p17-42 2018
Teachers are leaving the profession at alarming rates. As a result, retaining novice teachers has become a major concern for policy makers, school districts, administrators, and teaching staff throughout the United States. The purpose of this study was to evaluate the effectiveness of novice teacher induction support structures in a southwestern US state. The conceptual framework is based on research examining teacher attrition; this study extends the research by examining school-based and university-based programs. Research questions focused on the perception of novice teachers regarding mentoring experiences at their certifying universities and employing school districts. Three research questions examined school district comprehensive induction support, certifying university support induction programs, and other support services that supported novice teachers' decisions to remain in the profession. The method used to conduct research was a sequential exploratory mixed methods design to gather data. Quantitative research analyzed survey responses through descriptive statistics. Qualitative research utilized semi-structured interviews. The results revealed strong school support can compensate for the lack of university support, but strong university support did not compensate for a lack of school support.
Descriptors: Beginning Teachers, Teacher Persistence, Beginning Teacher Induction, Program Effectiveness, Teacher Attitudes, Teacher Administrator Relationship, Mentors, Faculty Development, Supervisors
Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: http://dergipark.gov.tr/jtee
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A