Term of Award
Spring 2010
Degree Name
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (restricted to Georgia Southern)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Curriculum, Foundations, and Reading
Committee Chair
Judith Repman
Committee Member 1
Barbara Mallory
Committee Member 2
Jennie Rakestraw
Committee Member 3
n/a
Abstract
Induction is a process that provides novice instructors with support needed to be successful in the classroom. Research shows that teachers receive three main types of support during the induction phase: mentor/collegial support, administrative support and instructional support (Howe, 2006; Ingersoll & Smith, 2004; Killeavy, 2005). As a result of high attrition rates for teachers, some states in the nation are now taking seriously the challenge to create alternatives to the traditional undergraduate college teacher education program route for certifying teachers (Shakrani, 2008). The purpose of this study was to determine the contribution of induction programs to the development of novice high school teachers in an urban school district in Georgia. The researcher utilized a quantitative method to gather data. The purpose of the survey was to collect opinions and attitudes about the induction process from first year teachers in an urban school district. The survey consisted of three parts: demographic information, questions about the types of mentor/collegial support, instructional support, and administrative support received during the induction year. Surveys were administered to first year high school teachers in the district. The results were disaggregated by certification type: traditionally trained instructors and non-traditionally trained instructors. A Pearson r Product Moment Coefficient was used to determine if a significant relationship between novice teachers' perceptions of administrative support, mentor/collegial support and instructional support and its level of importance. There was a statistically significant relationship between novice teachers' perceptions of the level of mentor/collegial support they received and their rating of its level of importance.
Recommended Citation
Fears, Shaundra, "A Study of Teacher Induction in High Schools of an Urban School District in Georgia" (2010). Electronic Theses and Dissertations. 584.
https://digitalcommons.georgiasouthern.edu/etd/584
Research Data and Supplementary Material
No
