Abstract/Details

Teacher induction programs and beginning teacher job satisfaction


2005 2005

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Abstract (summary)

There is continued concern about how many teachers leave the education profession in their first few years. This study determined the relationship of the quality of teacher induction programs and beginning teacher job satisfaction. Specifically, this study answered the questions: Is there a relationship between overall teacher job satisfaction and the quality of new teacher induction programs? What are the most important factors in beginning teacher induction programs with respect to overall teacher job satisfaction? Is there a relationship between the quality of a teacher's induction program and a beginning teacher's intention to remain in the profession? What are the most important job factors relating to overall teacher job satisfaction?

In May, 2004, a three-part questionnaire was mailed to Nebraska teachers with between one and three years experience. The questionnaire consisted of the Job Descriptive Index (1997), factors of teacher induction programs, and demographic questions.

Means, standard deviations, and ranges were compiled in a descriptive analysis. Pearson Correlation Coefficients were used to determine correlation among specific variables, such as job satisfaction and the quality of a teacher's induction program, along with teacher induction programs and retention. Multiple Regression Procedures were used to analyze questions involving induction and job factors. Factors of teacher induction programs were analyzed to determine what, if any, effect these variables had on the dependent variable job satisfaction. Multiple Regression was also used to determine which factors were most influential in explaining the variance of overall job satisfaction.

The results of this study showed a positive significant correlation coefficient (r = 0.268) between teacher induction programs and overall job satisfaction. No factors of the induction program were found to individually have more than a very small significant impact on job satisfaction; only the number of factors present was significant in predicting overall satisfaction (R2 = 0.127). A positive significant correlation (r = 0.251) was discovered between teacher induction programs and retention. Finally, the variables describing the work a teacher does and the supervision a teacher receives were significant in explaining 67 percent of the variance in overall job satisfaction.

Indexing (details)


Subject
School administration
Classification
0514: School administration
Identifier / keyword
Education; Beginning teacher; Job satisfaction; Retention; Teacher induction
Title
Teacher induction programs and beginning teacher job satisfaction
Author
Kimbrel, Michael J.
Number of pages
151
Publication year
2005
Degree date
2005
School code
0138
Source
DAI-A 66/02, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780496979585, 0496979582
Advisor
Dlugosh, Larry L.
University/institution
The University of Nebraska - Lincoln
University location
United States -- Nebraska
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3163994
ProQuest document ID
305458469
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305458469
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