Abstract/Details

Critical elements of beginning teacher induction: An analysis of support contributing to professional development


2005 2005

Other formats: Order a copy

Abstract (summary)

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.

Indexing (details)


Subject
Teacher education;
School administration
Classification
0530: Teacher education
0514: School administration
Identifier / keyword
Education; Beginning teacher; Professional development; Support; Teacher induction
Title
Critical elements of beginning teacher induction: An analysis of support contributing to professional development
Author
Haugaard, Joy Felice-Stryker
Number of pages
213
Publication year
2005
Degree date
2005
School code
0070
Source
DAI-A 66/06, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780542178023, 0542178028
Advisor
Ross, Dorene D.
University/institution
University of Florida
University location
United States -- Florida
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3177977
ProQuest document ID
304995363
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304995363
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.