TitleNovice teacher induction
NameKatz, Richard S. (author), Liu, Edward (chair), Lugg, Catherine A (internal member), Boling, Erica C (outside member), Rutgers University, Graduate School of Education,
SubjectEducational Administration and Supervision,
Teachers--In-service training--New Jersey,
Teachers--Job satisfaction--New Jersey,
Teacher turnover--New Jersey,
Mentoring in education--New Jersey
DescriptionEvery year a new crop of novice teachers begin their careers with energy, excitement and high hopes for the future. They also embark on their new careers with the potential for great disillusionment regarding the challenges and realities that lie ahead. As a result, 30% of teachers in the United States drop out during their first two years of teaching. This phenomenon, coupled with increased calls for smaller class sizes, more children with special needs, and high rates of teacher retirements, highlights the critical state of high-quality induction programs and support for new teachers. This study examined whether teachers in a sample of New Jersey schools received induction experiences in areas where they believe their growth is most needed and to what degree they felt supported by their principals and school organization. It also investigated the relationship between new teachers’ participation in certain induction activities and the extent to which they feel supported and satisfied with their jobs. Data were collected through an online survey of 77 first and second year teachers. Summary descriptive statistics were used to characterize teachers’ induction experiences and perceptions of their own abilities. Linear regression analysis was used to explore relationships between new teacher induction and support and job satisfaction. Overall, novice teachers revealed a strong commitment to improvement, a commitment to the profession and satisfaction with their jobs. At the same time, they also demonstrated a feeling that they do not receive the types and amounts of support and guidance that they needed. The most significant finding in this study was the vital role of the principal in supporting new teachers and building job satisfaction. Implications of the findings are discussed.
NoteIncludes bibliographical references
Noteby Richard S. Katz
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.