A Qualitative Phenomenological Study on the Influence of Teacher Induction Programs

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A Qualitative Phenomenological Study on the Influence of Teacher Induction Programs

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, EdD., Committee Member

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Jeremy Moreland, Ph.D.

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Dean, School of Advanced Studies

ACKNOWLEDGEMENT

DEDICATION

ABSTRACT

TABLE OF CONTENTS

COPYRIGHTii

ACKNOWLEDGEMENTiv

DEDICATIONv

ABSTRACTvi

CHAPTER 1: INTRODUCTION1

Background2

Problem Statement3

Purpose of the Study4

Population and Sample5

Importance of the Study5

Methodology7

Theoretical Framework8

Research Questions9

Definition of Terms10

Assumptions of the Study11

Scope11

Limitations11

Summary12

CHAPTER 2: LITERATURE REVIEW13

Induction Defined13

Induction and orientation14

Trends in induction programs16

Impact of salary17

Theoretical Framework18

Induction Programs and Attrition19

Factors that Lead to Attrition21

The Cost of Attrition23

Effectiveness of induction programs24

Importance of Action Research in Teacher Induction Programs26

Opportunities for induction programs27

Induction programs for new teacher29

Mentoring: A Critical Review32

Importance of Mentoring in Teacher Induction Programs33

Phenomenological Study35

Virginia's Beginning Teacher Induction Program37

Teacher Induction in the Target School District38

Summary39

CHAPTER 3: METHODOLOGY41

Research paradigm41

Research Method42

Qualitative Research44

Research Questions45

Participants' Rights and Protection46

Risks and Discomforts46

Benefits to Participants and Others46

Confidentiality46

Voluntary Participation and Withdrawal47

Role of the Researcher47

Selection of Participants47

Data Collection48

Data Analysis49

Reliability & Validity50

Teacher Induction Process in Target School District51

Summary52

REFERENCES54

APPENDIX68

APPENDIX C69

APPENDIX D71

APPENDIX E72

Informed Consent: Participants 18 years of age and older72

APPENDIX F74

PREMISES, RECRUITMENT AND NAME (prn) USE Permission74

APPENDIX G75

APPENDIX H76

APPENDIX I77

APPENDIX J78

CHAPTER 1: INTRODUCTION

Teacher retention is not a local or state issue, but rather a national concern (National Council for Teacher Quality, 2008). A school that loses a good teacher also loses that “teacher's familiarity with school practices; experience with the school's curriculum; and involvement with students, parents, and colleagues” (Johnson & Birkeland, 2003b, p. 21). High teacher turnover rates result in (a) shortage of quality instruction; (b) loss of stability and assurance; and (c) the time and financial obligations geared toward recruitment versus support (NCTAF, 2002).

Induction of a teacher is the process used to describe the series or processes, a beginning teacher undergoes to improve the skills, which are necessary in being successful in the teaching environment. The concept of induction also determines the issues beginning teachers may deal with during the beginning years of teaching. Induction programs provide the knowledge and skills for the teachers to be successful in the future. Induction programs are considered as the vehicles, which help in facilitating systematic enhancement to the teaching profession and culture. These programs can be a smart investment in the training, retention, and support of the beginning teachers. Beginning teachers because of these programs become capable, qualified, and effective teachers (Lovo & Simmons, 2006). The purpose of this qualitative study is to investigate how induction programs affect new teachers' retention. It involves evaluating whether beginning teachers perceive they received adequate support from the school district.

Chapter 1 includes the background of the problem, the statement of the problem,

in addition, purpose of the study. The chapter also includes the significance of the problem, the

research questions, and a discussion of the theoretical framework in relation to its relevance to the field of education. Finally, the chapter concludes with the definition of terms, assumptions, and limitations.

Background

Induction programs can help in facilitating systematic enhancements to the teaching profession and ...