The Induction Process and its Effect on Retention and Self-Efficacy

dc.contributor.authorDavis, Brad
dc.contributor.authorDavis
dc.date.accessioned2021-11-05T14:30:02Z
dc.date.available2021-11-05T14:30:02Z
dc.date.issued2021-05
dc.description.abstractThere are many things new teachers must learn during their first year in order to effectively teach their students. The struggle during this first year causes many new teachers to become frustrated by a seemingly unmanageable workload, feelings that they are not getting the support they need and feelings of failure that might cause them to ultimately leave the profession. High attrition rates due to these factors are detrimental to school districts financially, academically, and culturally. Districts can combat high attrition rates by offering a comprehensive and sustained induction program with a strong mentoring component to new staff. The purpose of this study was to gain an overall understanding of teacher perception on how their district mentoring program affected their sense of efficacy, their perception of support and their overall desire to stay in the profession. It also attempted to identify the effect of any changes made in the program after the N.J. induction program mandate. Lastly, the study compared the differences in perception of induction among middle, elementary, and high school teachers within the district. The findings of this study indicated that the overall perception of the district was inconsistent. Participants referred to many variables that affected their perception but most indicated that the mentoring component was what affected their feelings of efficacy and comfort the most. While the findings did not indicate a significant difference in the perception of induction between grade levels taught and building assignments, it was apparent that experiences varied. This study could be used by districts who are experiencing high attrition rates and who are experiencing a lack of morale or a sense of community in their buildings. It can also be used by districts who want to revamp a current induction program based on newer trends in education such as remote learning and increased reliance on technology in the classroom.en_US
dc.identifier.urihttp://hdl.handle.net/20.500.11977/1131
dc.language.isoen_USen_US
dc.publisherCentenary Universityen_US
dc.subjectnew teachersen_US
dc.subjectinductionen_US
dc.subjectmentoringen_US
dc.subjectattrition ratesen_US
dc.titleThe Induction Process and its Effect on Retention and Self-Efficacyen_US
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