A Quanatitve Study on the Influence of Teacher Induction Programs

By

University of Phoenix

A QuantitativeStudy on the Influence of Teacher Induction Programs

by

date

Approved:

, Ph.D., Chair

, EdD., Committee Member

, EdD., Committee Member

Accepted and signed:

xxxxxx xxxxxx

Date

Accepted and signed:

xxxxx xxxxxx

Date

Accepted and Signed:

xxxxx xxxxx

Date

__________________

Jeremy Moreland, Ph.D.

Date

Dean, School of Advanced Studies

Table of Contents

CHAPTER 1: INTRODUCTION1

Background of the Problem2

Problem Statement3

Purpose of the Study4

Importance of the Study5

Theoretical Framework7

Research Questions8

Definition of Terms8

Assumptions of the Study9

Scope9

Limitations10

Summary10

CHAPTER 2: LITERATURE REVIEW12

Induction Defined12

Induction and orientation13

Trends in induction programs15

Changes in the teaching force16

Theoretical Framework28

Induction Programs and Attrition30

Effectiveness of induction programs39

Importance of Action Research in Teacher Induction Programs41

Opportunities for induction programs42

Mentoring: A Critical Review47

Importance of Mentoring in Teacher Induction Programs48

Phenomenological Study51

Virginia's Beginning Teacher Induction Program52

Teacher Induction in the Target School District53

Summary54

CHAPTER 3: METHODOLOGY55

Research paradigm56

Population and Sample58

Methodology59

Data Collection60

Data Analysis62

Research Questions63

Participants' Rights and Protection64

Role of the Researcher65

Reliability & Validity65

Teacher Induction Process in Target School District66

Summary67

REFERENCES68

Yanow, Schwartz-Shea (2006). Interpretation And Method: Empirical Research Methods And the Interpretive Turn. Retrieved on June 19, 2012 from http://books.google.com/books?id=_ORLnBU6G5EC&printsec=frontcover&dq=inauthor:%22Peregrine+Schwartz-Shea%22&hl=en&sa=X&ei=0yzhT9GMAYmK8QS-goilDQ&ved=0CDoQ6AEwAA#v=onepage&q=inauthor%3A%22Peregrine%20Schwartz-Shea%22&f=false82

APPENDIX B88

Permission to Use an existing survey88

APPENDIX C89

APPENDIX D90

APPENDIX E92

Informed Consent: Participants 18 years of age and older92

APPENDIX F94

PREMISES, RECRUITMENT AND NAME (prn) USE Permission94

APPENDIX G95

APPENDIX H96

APPENDIX I97

APPENDIX J98

CHAPTER 1: INTRODUCTION

Teacher retention is not a local or state issue, but rather a national concern (National Council for Teacher Quality, 2008). Losing a good teacher also results in losing the “teacher's familiarity with school practices; experience with the school's curriculum; and involvement with students, parents, and colleagues” (Johnson & Birkeland, 2003b, p. 21). The exit of teachers from the profession causes problems for students and districts. Students are impacted because they lose the expertise of a skilled teacher, and districts must invest more time and money to recruit and train their replacements (Alliance for Excellent Education, 2005).

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 during their first years. Induction programs provide the foundation 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 preparation and retention of beginning teachers. Beginning teachers because of these programs become competent and successful teachers (Lovo & Simmons, 2006). The purpose of this quantitative 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 of the Problem

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