Critical elements of beginning teacher induction: An analysis of support contributing to professional development
The purpose of this study was to identify induction elements valued by beginning teachers with 1 to 3 years of experience and to determine whether schools in a stratified sample varied in the provision of these supports. The research sample consisted of 110 elementary school teachers from Orange County, Florida. Sample schools varied by socioeconomic status (SES) and academic achievement levels, creating four stratification subdivisions. The study used an ex post facto design to investigate the degree of association between the presence of support elements and specific outcomes in the sample groups.
Data were collected from an on-line survey. The on-line survey included the following: (1) background information, (2) induction program elements present during the first years of teaching, (3) teacher evaluation procedures, and (4) future career plans.
Descriptive and inferential statistical methods were used to analyze data. Results indicated statistically significant differences among high- and low-SES groups and between higher and lower performance schools for some support elements. After controlling for the main effects of SES and performance level, no statistically significant differences were found between the four subdivisions of the stratified sample. Associations were found among induction support and teachers' plans to remain in the teaching profession, feelings of effectiveness as teachers, and performance levels of schools.
0514: School administration