| Popis: |
The literature shows that up to 50% of teachers will leave the profession within their first 5 years of teaching (Saka, Southerland, Kittleson, & Hutner, 2013). Although reasons for departure vary, Johnson and Kardos (2005) found schools with high-poverty and high-minority students display excessive rates of teacher turnover. Teacher induction programs were established to assist beginning teachers as they transition into their new professional career in an attempt to increase retention rates. This research aimed to explore beginning teachers from high need schools’ experiences with university-based PLC induction. A total of 23 teachers participated in the induction programs during the 2015 - 2016 academic year. This research provides findings from three different data sources: interview transcripts, surveys, and focus group transcripts. Data was collected to understand beginning teachers’ experience with induction, the types of support offered by the programs, their intentions to remain at their school, and their attitudes towards the method of program delivery. Findings indicate that the majority of the teachers had positive experiences with the two induction programs. Mostly, the teachers felt that induction provided emotional and personal support. According to the novice teachers, administrative support had the largest influence on their intentions to stay or leave their high need schools. As a result, the teachers provided mixed results as to induction’s impact on their decision to stay or leave their current school. Finally, the majority of teachers prefer in-person models to virtual models although there were advantages and disadvantages to both types of programs. |
