Teacher Perceptions of the Components of New Teacher Induction and Mentoring Programs
Interdisciplinary Doctoral Program for Education Leaders (IDPEL)
School of Education
Mentoring, Teachers, Induction
This study gauged new teacher's perceptions of what components of teacher induction programs are important to their success. The study provides insight into what school districts can do to make new teachers more successful and stay in the teaching profession. Teachers that were surveyed included those who began their teaching career in the last five years. The study used all contract teachers hired between June 2003 and August of 2007 in 4 western Pennsylvania school districts. A survey entitled 'Beginning Teacher Induction Practices' was mailed to all teachers.
Participants' perceived teacher assisted mentoring as more effective than assigned mentor or administration mentoring. The research revealed that only five of the 29 items that were part of new teacher induction activities and assistance were over 90% effective.
The researcher compared the perceptions of teachers who had seriously considered leaving the profession with teachers who had never seriously considered leaving the profession to gain insight into whether not the two groups' perceptions of new teacher induction activities and mentoring were significantly different. The research revealed that there was significant difference for 19% of the components.
The researcher looked at perceptions of teachers from all three levels of teaching (elementary, middle and high school) and determined that there was a significant difference between elementary and high school teachers on the effectiveness of administrator assisted mentoring.
Based on the findings in this study, new teachers in the four participating school districts found some new teacher induction activities, assistance, support and mentoring to be effective.
Coughenour, J. (2008). Teacher Perceptions of the Components of New Teacher Induction and Mentoring Programs (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1656